• The korean journal of orthodontics
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• v.47 no.2
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• pp.118-129
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• 2017

Objective: To evaluate the effects of facemask therapy, which was anchored from the zygomatic buttresses of the maxilla by using two miniplates, in skeletal Class III patients with maxillary deficiency. Methods: Eighteen skeletal Class III patients (10 girls and 8 boys; mean age, $11.4{\pm}1.28$ years) with maxillary deficiency were treated using miniplate-anchored facemasks, and their outcomes were compared with those of a Class III control group (9 girls and 9 boys; mean age, $10.6{\pm}1.12$ years). Two I-shaped miniplates were placed on the right and left zygomatic buttresses of the maxilla, and a facemask was applied with a 400 g force per side. Intragroup comparisons were made using the Wilcoxon test, and intergroup comparisons were made using the Mann-Whitney U-test (p < 0.05). Results: In the treatment group, the maxilla moved 3.3 mm forward, the mandible showed posterior rotation by $1.5^{\circ}$, and the lower incisors were retroclined after treatment. These results were significantly different from those in the control group (p < 0.05). No significant anterior rotation of the palatal plane was observed after treatment. Moreover, changes in the sagittal positions of the maxillary incisors and molars were similar between the treatment and control groups. Conclusions: Skeletally anchored facemask therapy is an effective method for correcting Class III malocclusions, which also minimizes the undesired dental side effects of conventional methods in the maxilla.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.97-105
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• 2016

The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.14-26
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• 2018

The goal of this study was to explore topic defining patterns of students in interdisciplinary Capstone Design Class. Thematic analysis methodology was used to examine 85 Korean college students' lived experience of project topic generation which is for interdisciplinary capstone design class and Individual open-ended survey for constituted the data sources. Findings show four contexts of student's topic defining patterns using thematic analysis including (a) one leader's directed problem representation, (b) team common decision making after brainstorming, (c) empathy with professor proposed issue, (d) problems offered to students by corporate or research competitions. Based on research result, I could suggest instructional strategies of Capstone Design Class of teacher for helping their students' topic defining. It was necessary to minimize the opinions of the instructors at the beginning of class and minimize the number of team members. And also it provided a lot of opportunities to collaborate with companies in the topic selection process, it will help to develop the students' ability to determine the valuable topic in project.

• Journal of Korea Multimedia Society
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• v.19 no.4
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• pp.780-788
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• 2016

Development of information and communication technologies has given a lot of changes in the business processing methods including the school and class managements. However, many business processing systems are still based on desktop computer. In particular, most of the class management system only supports desktop computers; hence school teachers have difficulty in using their class managements systems on mobile environment. In this paper, we proposed and developed a mobile classroom management system for teachers, which will easily handle information such as personal records of students, student counseling records, student life record and so on. The implementation of the application of mobile-based class management can be managed by many school elements including student register information, student evaluation records and transcripts, counseling report, and so on.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.3-11
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• 2017

The purpose of this study is to investigate the variables that learners should consider for learning persistence when applying blended learning to mathematics class which is a basic curriculum of engineering college. For this purpose, this study compared the basic mathematics class with the blended learning and the class without it. In addition, this study analyzed the influence of the learning outcomes of the blended learning on the willingness to learning persistence by using the self-efficacy and self-regulated learning variables that can predict it. As a result, it was found that the blended learning applied mathematics class of K university which is the subject of analysis in this study has higher self - efficacy, self - regulated learning, and learning persistence intention than general classroom. Finally, the results of this study are meaningful to provide the points to be considered for improving the learning performance when applying the blended learning to the subject class in the future.

• Journal of the korean academy of Pediatric Dentistry
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• v.25 no.3
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• pp.604-612
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• 1998

The majority of Class III malocclusion have maxillary retrusion. Thus, it becomes obvious that management of most skeletal Class III malocclusion cases should include maxillary protraction as major objective. Additionally, in Class III malocclusion with posterior crossbite, RME "disarticulates" the maxilla and initiates cellular response in the sutures, allowing a more positive reaction to protraction forces. Using facemask with RME helped in correction of skeletal Class III malocclusion by the anterior displacement of maxilla and maxillary dentition, and changing the direction of the growth of mandible. Thus, acceptable improvement in the Class III profile was performed.

• Journal of Communications and Networks
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• v.10 no.3
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• pp.351-361
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• 2008

This paper presents a delay-margin based traffic engineering (TE) approach to provide end-to-end quality of service (QoS) in multi-protocol label switching (MPLS) networks using differentiated services (DiffServ) at the link level. The TE, including delay, class, and route assignments, is formulated as a nonlinear optimization problem reflecting the inter-class and inter-link dependency introduced by DiffServ and end-to-end QoS requirements. Three algorithms are used to provide a solution to the problem: The first two, centralized offline route configuration and link-class delay assignment, operate in the convex areas of the feasible region to consecutively reduce the objective function using a per-link per-class decomposition of the objective function gradient. The third one is a heuristic that promotes/demotes connections at different links in order to deal with concave areas that may be produced by a trunk route usage of more than one class on a given link. Approximations of the three algorithms suitable for on-line distributed TE operation are also derived. Simulation is used to show that proposed approach can increase the number of users while maintaining end-to-end QoS requirements.

• Journal of the Korea Society of Computer and Information
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• v.9 no.3
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• pp.135-141
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• 2004

With the diversified and enlarged softwares, the issue of software maintenance became more complex and difficult and consequently, the cost of software maintenance took up the highest portion in the software life cycle. We design Reverse Engineering Tool for software restructuring environment to object-oriented system. We design Rule - Based Reverse - Engineering using Class Information. We allow the maintainer to use interactive query by using Prolog language. We use similarity formula, which is based on relationship between variables and functions, in class extraction and restructuring method in order to extract most appropriate class. The visibility of the extracted class can be identified automatically. Also, we allow the maintainer to use query by using logical language. So We can help the practical maintenance. Therefore, The purpose of this paper is to suggest reverse engineering tool and evaluation reverse engineering tool.

• Journal of Preventive Medicine and Public Health
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• v.38 no.4
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• pp.443-448
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• 2005

Objectives : This study was done to evaluate the reliability of education and occupational class between using the health survey and the death certificate data. Methods : The 1998 National Health and Nutrition Examination Survey (NHANES) was conducted on a cross-sectional probability sample of South Korean households, and it contained unique 13-digit personal identification numbers that were linked to the data on mortality from the Korean National Statistical Office. The data from 263 deaths were used to estimate the agreement rates and the Kappa indices of the education and occupational class between using the NHANES data and the death certificate data. Results : The simple and weighted Kappa indices for education were 0.60 (95% CI=0.53-0.68) and 0.73 (95% CI=0.67-0.79) respectively, if the educational level was grouped into five categories: no-formal-education, elementary-school, middle-school, high-school and college or over. The overall agreement rate was 71.9% for these educational groups. The magnitude of reliability, as measured by the overall agreement rates and Kappa indices, tended to increase with a decrease in the educational class. The number of non-educated people with using the death certificate data was smaller than that with using the NHANES data. For the occupational class (manual workers, non-manual workers and others), the Kappa index was 0.40 (95% CI=0.30-0.51), which was relatively lower than that for the educational class. Compared with the NHANES, the number of non-manual workers for the deceased who were aged 30-64 tended to be increased (8 to 12) when using the death certificate data, whereas the number of manual workers tended to be decreased (59 to 41). Conclusions : The socioeconomic inequalities in the mortality rates that were based on the previous unlinked studies in South Korea were not due to a numerator/denominator bias. The mortality rates for the manual workers and the no-education groups might have been underestimated.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.397-415
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• 2022

The purpose of this study is to analyze the discourse structure of teachers that can help students participate in class by using mathematical metaphors that can arouse students' interest and motivation. In order to achieve this goal, we observed a semester class of a career teacher who practiced pedagogy that connects students' experiences with mathematical concepts to motivate students to learn and promote participation. Among the metaphors that the study target teachers used in a variety of mathematical concepts and problem-solving processes during the semester, we extracted the two class examples that can help develop teaching methods using metaphors. Representatively selected two classes are one class example using metaphors and, the other class example using metaphors and expanding and applying problems. As a result of analysis, the structure of teacher discourse that uses metaphors and expands and applies problems by linking students' experiences with mathematical content was found to help solve a given problem and elaborate mathematical concepts. As a result of the analysis, the discourse structure of teachers using mathematical metaphors based on communication with students could provide implications for the development of teaching methods for the recovery of mathematics education.