• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.30 no.6
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• pp.530-535
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• 2004

Objectives. The purpose of this study was to evaluate mandibular third molars as risk factors for angle fracture in a patient sample with fractured mandible. Materials and methods. The medical records and panoramic radiographs of 107 patients with mandibular fractures were examined. The presence and absence and degree of impaction of the lower third molar were assessed for each patient and related to the occurrence of fracture of the mandibular angle. Data were also collected for age, sex and mechanism of injury. Data were analyzed by a chisquare statistics and Student t test. Result. The incidence of mandibular angle fracture was found to be significantly greater when a lower third molar was present(p <0.05) especially at class III state.(p < 0.05)(by Pell & Gregory system) Of the 78 patients with a lower third molar, 46(58.97%) had angle fractures. Of the 29 without a lower third molar, 24(82.76%) had not angle fractures. Conclusion. The result of this study showed that the mandibular angle that have a lower third molar is more susceptible to fracture when exposed to an impact than an angle without an lower third molar.

• Honam Mathematical Journal
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• v.26 no.4
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• pp.509-532
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• 2004

Lower dimensional cases of Einstein's connection were already investigated by many authors for n = 2, 3, 4, 5, 6, 7. This paper is the first part of the following series of two papers, in which we obtain a surveyable tensorial representation of 8-dimensional Einstein's connection in terms of the unified field tensor, with main emphasis on the derivation of powerful and useful recurrence relations which hold in 8-dimensional Einstein's unified field theory(i.e., 8-g-UFT): I. The recurrence relations in 8-g-UFT II. The Einstein's connection in 8-g-UFT All considerations in these papers are restricted to the second class only, since the case of the first class are done in [1], [2] and the case of the third class, the simplest case, was already studied by many authors.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.107-126
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• 2004

This study is aimed at investigating the aspects of peer correction and responses of English composition in the web-based class. The participants for this study are students enrolled in the 'preparatory college cyber study center'. Two assignments were given--composition with no feedback and composition followed by student feedback. The participants' feedbacks, responses, and attitudes in peer interaction were analysed. The processes of these two assignments were also compared. The results were as follows: First, students' competitive attitude changed into cooperative attitude when peer-revision was followed. Second, both formal and content feedback were shown in the cyber composition class just as in the classroom composition class, but under no specific guidance, the majority of students' feedbacks were formal feedbacks. Third, some characteristics of web-based writing were found. In the web-based writing class where around a hundred students are enrolled. students' feedbacks were inevitable. The results of this study supported the use of students feedback.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.2
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• pp.53-61
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• 2021

Purpose : The purpose of this study is to explore the effectiveness of online blended learning(asynchronous online learning class 1+synchronous online learning class 2) method and discuss the applicability of online blended learning. In this study, we will analyze the differences in class satisfaction and academic achievement between asynchronous online learning and online blended learning classes, and discuss the strengths, weaknesses, and satisfactions of online blended learning. Methods : The subjects of this study were 39 of the occupational therapy students who took the 'child development' course. Asynchronous online learning class was applied for 1-6 weeks and online blended learning was applied for 9~14 weeks. The online blended learning class consisted of 1 hours synchronous online learning and 2 hours asynchronous online learning. For the asynchronous online learning, the screen recording program of OBS Studio was used, and for the synchronous online learning, the Zoom program was used. The results of course evaluation and academic achievement of students according to the type of lecture were compared, and a survey was conducted on the satisfaction of online blended learning. Results : The results of this study are as follows. First, satisfaction(A class: t=-4.19, p=.001, B class: t=-7.94, p=.00) with online blended learning classes was significantly higher than asynchronous online learning. Second, when applying online blended learning class, academic achievement(t=-10.58, p=.00) was significantly higher. Third, the online blended learning class showed the highest satisfaction in improving the interest in the subject, and it was found to be helpful in online class management, professor-student interaction, and class content understanding. Conclusion : We have found that online blended learning can compensate for the shortcomings of online lectures and increase the quality of the lectures and the satisfaction of students. The application of online blended learning should be supplemented according to the characteristics of each class, and I hope that blended online teaching methods can be developed based on new ideas in the future.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.1
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• pp.151-160
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• 2009

The purpose of this study is to investigate the effect of Special Supplementary Mathematics Class on self-efficiency and fear of mathematics in middle school. For this study, the students involved in Special Supplementary Mathematics Classes in middle school took a pre-test and an post-test. According to the results, First, the students showed increased self-efficacy in mathematics after the Special Supplementary Mathematics Class. Second, the students showed a decreased fear of mathematics after the Special Supplementary Mathematics Class. Third, there were no significant differences between boys and girls in the effect of Special Supplementary Mathematics Classes on self-efficacy and fear of mathematics. Fourth, there were significant differences between Grade 2 and Grade 3, and between Grade 1 and Grade 2 in the effect of Special Supplementary Mathematics Classes on self-efficacy in Mathematics.

• Journal of the Korean Home Economics Association
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• v.44 no.11
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• pp.107-116
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• 2006

This study aimed to identify parents' experiences of child-rearing on Saturday with no class as well as their perceptions and demands on the Five-day School Week system. The study participants were 640 parents with first to second grade children. The major results were as follows: First, parents were generally satisfied with the Five-day School Week System. Second, the Five-day School Week System increased fathers' role-sharing on the Saturday with no class. It was also related with some of the demographic variables and the Five-Week Workweek System of the father and the mother. Third, both the fathers and mothers had more parenting stress on Saturdays with no class than on Saturdays with classes. Their parenting stress on Saturdays with no class was related with some demographic variables and work flexibility.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.3
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• pp.83-104
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• 2017

It is the approach of development of teaching methods for competency development in business class. This study distinguishes areas that can be commonly applied to many business subjects. And we derive core competencies from the basic skills of NCS. The results of this study are as follows. First, we have established an opportunity to distinguish the subject field of business administration(personnel/organization/strategy, production/operation management, marketing, financial/finance/insurance, accounting, MIS). Second, we have proposed guidelines for the setting of the each subject goals and the setting of the professor's competency. Third, we have summarized teaching method which are studied as valid in business class(lecture method, problem based learning method, action learning teaching method, and management simulation teaching method) and we suggested how to apply teaching methods to the each subject.

• Journal of Environmental Science International
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• v.15 no.10
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• pp.951-960
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• 2006

The eco-hydrodynamic model was used to estimate the environmental capacity in Gamak Bay. It is composed of the three-dimensional hydrodynamic model for the simulation of water flow and ecosystem model for the simulation of phytoplankton. As the results of three-dimensional hydrodynamic simulation, the computed tidal currents are toward the inner part of bay through Yeosu Harbor and the southern mouth of the bay during the flood tide, and being in the opposite direction during the ebb tide. The computed residual currents were dominated southward flow at Yeosu Harbor and sea flow at mouth of bay, The comparison between the simulated and observed tidal ellipses at three station showed fairly good agreement. The distributions of COD in the Gamak bay were simulated and reproduced by an ecosystem model. The simulated results of COD were fairly good coincided with the observed values within relative error of 1.93%, correlation coefficient(r) of 0.88. In order to estimate the environmental capacity in Gamak bay, the simulations were performed by controlling quantitatively the pollution loads with an ecosystem model. In case the pollution loads including streams become 10 times as high as the present loads, the results showed the concentration of COD to be $1.33{\sim}4.74mg/{\ell}(mean\;2.28mg/{\ell})$, which is the third class criterion of Korean standards for marine water quality In case the pollution loads including streams become 30 times as high as the present loads, the results showed the concentration of COD to be $1.38{\sim}7.87mg/{\ell}(mean\;2.97mg/{\ell})$, which is the third class criterion of Korean standards for marine water quality. In case the pollution loads including streams become 50 times as high as the present loads, the results showed the concentration of COD to be $1.44{\sim}9.80mg/{\ell}(mean\;3.56mg/{\ell})$, which is the third class criterion of Korean standards for marine water quality.

• Journal of Science Education
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• v.37 no.2
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• pp.261-277
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• 2013

This study aims to investigate the effect of a scientific inquiry worksheet-making class program on pre-service elementary school teachers' attitudes toward science and scientific inquiry in the class of elementary school science educational theory at education university. As for research subjects, this study selected 141 pre-service elementary school teachers who were in the third year of education university. The results of this study can be summarized as below. First, it was found that the scientific inquiry worksheet-making class program improved pre-service elementary school teachers' attitudes toward science and helped them realize it important to have knowledge about science, further making them find it more enjoyable to teach science at school in the future. Second, it was found that the scientific inquiry worksheet-making class program had positive effect on pre-service elementary school teachers' attitudes toward scientific inquiry. In other words, they came to think of inquiry-based learning styles as an important course of science class. Third, as a result of carrying out open-ended questions about what would be helpful in an actual education site through the scientific inquiry worksheet-making class program, this study found out that most of the research subjects responded it would be helpful when applying a class model, and thought it would be helpful for elementary school students to have scientific knowledge and understand the process of inquiry.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.218-226
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• 2015

This study is to find out that the effect of science class applied Jigsaw cooperative learning to study achievement and Creative personality. The class section of this study is 5th grade 1 semester of science 2 chapters, 'the solar system and the stars' This study has been aimed at 2 class 40 students of 5th grade in D metropolitan city G elementary school in 2015, one class 20 students are the research group to apply science class using a Jigsaw cooperative learning techniques, another class 20 students were comparison groups to apply general science classes. Research result and conclusion obtained through the discussion are as follows. First, science class using Jigsaw cooperative learning technique was not effective. Even though the science class with jigsaw cooperation education could not achieve the beneficial academic achievement, which is the cognition factor, when it comes to precedent study, the definition factors such as teamwork, consideration and readership show great effects. Second, science class using Jigsaw cooperative learning technique was effective in cultivating creative personality. This can be interpreted that the science class applied the jigsaw cooperation study help the creativity development. Third, after the science class applied jigsaw cooperation study, the students' perceptions also have changed in positive way. They were tend to care each other and cooperate with others. That means the class is good way to cultivate collective intelligence, which is a virtue of community.