• Journal of the Korean Association of Oral and Maxillofacial Surgeons
• /
• v.49 no.2
• /
• pp.75-85
• /
• 2023

Objectives: Suspending bisphosphonates (BPs) to reduce the risk and severity of medication-related osteonecrosis of the jaw (MRONJ) remains controversial. In this study, we quantitatively evaluated the clinical significance of BP suspension before surgery in osteoporosis patients with MRONJ. Materials and Methods: We analyzed 24 osteoporosis patients with MRONJ who were treated from 2012 to 2020 at Seoul National University Dental Hospital and compared the treatment outcomes of those who suspended BPs with those who did not. The number of surgical interventions, follow-up panoramic radiographs for relative bone density measurement, and laboratory blood tests including white blood cells, erythrocyte sedimentation rate, absolute neutrophil count, hemoglobin, hematocrit, and alkaline phosphatase were analyzed. ANOVA, Student's t-test, and Mann-Whitney U tests were used to compare results. Fisher's exact test was used to discover the association between treatment outcome and BP suspension, and Pearson's correlation test was used to measure the statistical relationship between the changes in serum inflammatory markers. Results: The number of interventions was significantly higher in the non-drug suspension group due to recurrence (P<0.05). The relative bone density in patients who suspended BPs was significantly different over time (P<0.05), with the highest density at one-year follow-up. Fisher's exact test shows an association between successful treatment outcomes and BP suspension. The alkaline phosphatase and erythrocyte sedimentation rate levels decreased significantly in the BP-suspended group, and a positive correlation was found between these elevated markers. Conclusion: A significant increase in bone density throughout follow-up and a lower number of interventions were found in the BP suspension group compared to the non-drug suspension group. Also, BP suspension decreased inflammatory markers in the serum after surgery, resulting in good treatment outcomes. BP suspension is a prognostic factor for MRONJ and should be implemented before surgery.

• Korean Journal of Radiology
• /
• v.2 no.4
• /
• pp.216-221
• /
• 2001

Objective: To compare, in terms of their demonstration of tears of the anterior glenoid labrum, oblique axial MR arthrography obtained with the patient's shoulder in the abduction and external rotation (ABER) position, with conventional axial MR arthrography obtained with the patient's arm in the neutral position. Materials and Methods: MR arthrography of the shoulder, including additional oblique axial sequences with the patient in the ABER position, was performed in 30 patients with a clinical history of recurrent anterior shoulder dislocation. The degree of anterior glenoid labral tear or defect was evaluated in both the conventional axial and the ABER position by two radiologists. Decisions were reached by consensus, and a three-point scale was used: grade 1=normal; grade 2=probable tear, diagnosed when subtle increased signal intensity in the labrum was apparent; grade 3=definite tear/defect, when a contrast material-filled gap between the labrum and the glenoid rim or deficient labrum was present. The scores for each imaging sequence were averaged and to compare conventional axial and ABER position scans, Student's t test was performed. Results: In 21 (70%) of 30 patients, the same degree of anterior instability was revealed by both imaging sequences. Eight (27%) had a lower grade in the axial position than in the ABER position, while one (3%) had a higher grade in the axial position. Three whose axial scan was grade 1 showed only equivocal evidence of tearing, but their ABER-position scan, in which a contrast material-filled gap between the labrum and the glenoid rim was present, was grade 3. The average grade was 2.5 (SD=0.73) for axial scans and 2.8 (SD=0.46) for the ABER position. The difference between axial and ABER-position scans was statistically significant (p<0.05). Conclusion: MR arthrography with the patient's shoulder in the ABER position is more efficient than conventional axial scanning in revealing the degree of tear or defect of the anterior glenoid labrum. When equivocal features are seen at conventional axial MR arthrography, oblique axial imaging in the ABER position is helpful.

• Journal of The Korean Association For Science Education
• /
• v.21 no.1
• /
• pp.89-101
• /
• 2001

The purpose of this study was to develop the elementary school science instructional material for nurturing students' creativity and to analyze the effects of this material on the changes of students' creativity. This material was composed of student's worksheet and a teacher's guidebook, in which are relevant to the elements of creativity and creative activities that can be applied to elementary science curriculum of 5th and 6th grades. Student's worksheets include various creative activities: imagination, guided imagery, experimental activity, mind mapping as wrap-up, and 'let's think' as an extended activity, game, puzzle, making a cartoon, to be, role playing, and so on. These materials were applied to 5th grade science class, 156 students. They were divided into two groups: the treatment group to which developed material was applied and the control group which was a traditional lecture-centered class. After this material had been applied for 3 months, students of both groups took a test of creativity. Interviews and observation were also carried out with three level groups (higher, medium and lower level) which were divided within the treatment group based on their creativity score. The results of this study were as follows: The treatment group showed higher score on creativity than that of control group(p<0.01). In the result of interviews and observation, the students of the higher and the medium level accomplished their tasks by themselves better than those on lower level.All of them took an interest in visual activity. In a wrapping-up step, the higher level students made mind map more systematically and the medium students improved as time goes on, but low level students feel constrained. In totally, they used various expression methods and were interested in making drawings and cartoons creatively.

• Journal of the Korean earth science society
• /
• v.25 no.4
• /
• pp.232-241
• /
• 2004

The purpose of this study is to investigate the educational validity of EBS education broadcasting. The purpose of science education is not only to improve metacognition, but also to make student acquire scientific knowledge. So, this study present the question of whether EBS education broadcasting could raise students' metacognition or not. At ㅂ highschool, the VOD texts provided by EBS education broadcasting was used for all curriculums including science in 2002 and 2003. It was accepted that the model wpuld be using considered VOD texts as materials and focusing on students' voluntary acting. But the students couldn't be given a stimulus raising metacognition by these models. The metacognition such as metaknowledge, metaexperience, and monitoring must be mediated during school hours for valuable science lessons. First, the manipulation such as teacher's pertinent question or comment reminding students about the materials was connected with teaming subject. Second, it is important for students to do an analogical experiment in odor to experience the reality. Third, feedback and the scripts of students' conversation must be given to students to monitor their own learning process.

• The Korean Journal of Emergency Medical Services
• /
• v.11 no.2
• /
• pp.51-66
• /
• 2007

Purpose: With a view to providing basic data to develop cardiopulmonary resuscitation education suitable for elementary students, the cardiopulmonary resuscitation education was conducted to grasp students' knowledge, skills accuracy and the attitude change before and after the education. Methods: Convenience sampling was made on fourth and fifth graders(total-35 students) of S elementary school located in K city, Chungcheongnam-do, and this was a pre-experiment research designed before and after choosing a single group. In terms of methods, specifically we, researchers ; 1) Handed out questionnaires to students directly to make them fill in firsthand and collected the questionnaires. 2) Utilized PPT materials based on 2005 AHA guideline and DVD materials of AHA, to give students theoretical education of cardiopulmonary resuscitation. We used Anne/SkillReporter$^{(R)}$ torso produced by Leardal Inc, and Little Anne to conduct practical education individually. 3) Asked students to give Anne/SkillReporter$^{(R)}$ torso cardiopulmonary resuscitation five times with the ratio of 30 : 2, and then one of researchers filled in the evaluation sheet individually. 4) Evaluated the accuracy of students' ability to perform the resuscitation based on the record of Anne/SkillReporter$^{(R)}$ integrated printer(which was the objective tool to grasp students' skills accuracy). 5) Gave out questionnaires to make students fill them in and then collected them. after completing the practical evaluation. Results: 1) In case of the attitude about cardiopulmonary resuscitation, Students' confidency rose from 19.28%(before the education) to 93.57(after the education)- which is a positive change. 2) As the result of the education, some elementary students scored 11 points (full score-16 points), up from 5 points before the education, in terms of the knowledge about cardiopulmonary resuscitation. The average point also reached 13.14 points(after the education), jump from 8.37(before the education), which was the rise of 29.8%. 3) When it comes to the practical performance, the skills accuracy was 80.93% on average, and the calculation method was as follows: total items were 16, and each item was marked form 0 to 2 points, meaning the full score was 32 points. The minimum score was 19 points and the maximum was 32($M{\pm}SD=25.90{\pm}2.88$), which was calculated based on percentage. 4) Regarding skills accuracy, respiration accuracy(%)($M{\pm}SD=30.20{\pm}27.16$) was higher than pressure accuracy(%) ($M{\pm}SD=15.34{\pm}25.27$). Conclusion: The result showed that students' attitude on cardiopulmonary resuscitation changed positively. and meaningful difference(p = .00) existed in the change of students' knowledge. In terms of skills accuracy. chest compression and airway control showed high accuracy, but the result of Anne/SkillReporter$^{(R)}$ performance showed that the accuracy of chest compression was lower than that of mouth-to-mouth resuscitation.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.2
• /
• pp.61-73
• /
• 2008

The purpose of this study was to improve interest and attitude of student's Technology-Home Economics Curriculum and to recognize the change of recognition on Traditional image through Natural Dyeing and Jogakbo making on the unit of making living goods with fabrics in Technology-Home Economics curriculum on first year high school. The abridged result of study following this: First, in Natural Dyeing and Jogakbo making, teaching-learning plan applying LT cooperative studying and learning materials have been developed. Second, after applying the developed lesson plan, the result showed that the change in learning interest and attitude about Technology-Home Economics curriculum was positively improved. After executing the class on Natural Dyeing and Jogakbo making, the interest and concern about tradition were very positively upgraded through the result analyzing the change of recognition on traditional image. Through these results, The Teaching-learning plan and learning materials would show high possibility of application as educational contents about traditional culture in the field of education. After executing the class on making of Natural dyeing and Jogakbo, the learning interest degree and attitude was very positively upgraded, and the recognition on traditional image had been changed to the active and positive recognition.

• Journal of The Korean Association For Science Education
• /
• v.16 no.4
• /
• pp.340-350
• /
• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• Journal of the Korean Society of Marine Environment & Safety
• /
• v.12 no.2 s.25
• /
• pp.107-113
• /
• 2006

Water treatment plant sludge occurred in sedimentation and inverse wash process is generally disposed by ocean dumping or reclamation after dehydration processing using mechanical or natural dry method. Recently, ocean dumping of sludge is limited actually by London Convention. Physical, chemical, and geotechnical characteristics of water treatment plant sludge were analyzed by experiments. The possibilities for recycling of the dehydration sludges as materials for covering sanitary landfill were examined. Experiments performed with sludges mixed with general soil to improved the sludge properties are the hydrometer analysis, the liquid and plastic limit test, the specific gravity test, the compaction test, and the unconfined compression test. The value of ${\gamma}_{dmax}$ is increased and OMC(Optimum Moisture Content) is lessened with mixed sludge. The value of maximum compressive strength and friction angle are increased and the cohesion is decreased with mixed sludge. The ratio between sludge and soil in mixed sludge was 3:7 and the strength of mixed sludge showed $3.6kg/cm^2$. These results satisfy the regulation of U.S. E.P.A regarding materials for covering sanitary landfill.

• Journal of the Korean earth science society
• /
• v.40 no.3
• /
• pp.300-312
• /
• 2019

The purpose of this study is to develop an astronomical observing education program that enables high school students to inquire the distance of astronomical bodies based on the research methods (observing open clusters and exploring collected big data) using small telescopes and DSLR cameras. After analyzing the 2015 revised science curriculum, we developed science club activity materials and teacher-student learning contents suitable for high school earth science education. A panel of six teachers and researchers of earth science education and astronomy, participated in developing the educational materials. The validity of the program was verified through establishing the agreement among the panels after in-depth discussions and clarifications. The program, developed with 10 lessons in total, showed high satisfactory content validity (CVI, .89) and conformity of school class (Likert's 5 point scales, 4.17). The feedback of the panels and the Delphi analysis continued to improve the quality of the program. The pilot testing result with high school students (N=9) showed that the students' satisfaction rate was high as 4.48. Using the astronomical observational education program of this study is expected to contribute in improving the convergence educational activity, interest, curiosity, and inquiry ability of students in the universe and the astronomical bodies.

• Journal of the Korean Chemical Society
• /
• v.64 no.6
• /
• pp.429-437
• /
• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.