• Restorative Dentistry and Endodontics
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• v.27 no.3
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• pp.232-238
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• 2002

연구목적 : Cytokine은 유해 미생물에 대한 숙주의 방어기전으로서의 염증반응에서 숙주세포 상호간의 작용을 매개해 주는 역할을 하며, 인간의 치수조직에서도 그 존재가 확인된 바 있다. Interleukin-6와 Interleukin-10은 염증의 초기에 작용하는 cytokine으로 알려져 있으나, 치수 및 치근단 질환에서의 역할과 상호작용에 대해서는 잘 알려져 있지 않다. 본 연구에서는 치수염의 원인균으로 알려진 Prevotella nigrescens를 이용하여 백서의 치수염을 유도한 후 시간의 변화에 따른 Interleukin-6, Interleukin-10의 농도의 변화를 측정하여 이들의 치수염에서의 작용을 알아보는 것을 목적으로 한다. 방법 : 실험적으로 치수의 염증반응을 일으키기 위하여 치수염의 원인균으로 알려진 Prevotella nigrescens를 이용하였다. 실험동물의 하악절치의 incisal tip부분을 절단한 후(n=120), 치수강을 개방시켰다. 실험군에서는 Prevotella nigrescens를 멸균된 면구에 묻혀서 개방된 치수강 내에 접종하였으며, 대조군에서는 균을 접종하지 않고 멸균된 면구만을 개방된 치수강 내에 위치시켰다. 그 후 1, 2, 5일이 경과되었을 때 실험에 사용된 치아를 발치하여, 치수조직을 적출하였다. Amersham사의 ELISA kit를 사용하여 적출된 치수조직내의 Interleukin-6와 Interleukin-10의 양을 측정하였으며 그 결과를 Mann-Whitney rank sum test를 사용하여 통계학적 유의성을 검증하였다. 조직학적 검사를 위해서는 발치된 치아를 nitric acid를 사용하여 탈회시킨 후 헤마톡실린-에오신 염색을 시행한 후 관찰하였다. 결과 : 1) Interleukin-6의 농도는 균접종 후 1일, 2일, 5일 모두에서 실험군에서 대조군보다 높게 나타났으며, 균접종 1일째의 결과는 통계적 유의성이 있었다(P<0.05). 2) Interleukin-10의 농도는 균접종 후 1일, 2일, 5일 모두에서 실험군에서 대조군보다 높게 나타났으며, 균접종 1일째의 결과는 통계적 유의성이 있었다(P<0.05). 3) Interleukin-10/1nterleukin-6 ratio는 실험군과 대조군 모두에서 1일보다 2일째의 결과에서 더 높은 값을 보였으며 대조군에서는 통계적 유의성을 보였다(P<0.05). 4)조직학적 관찰결과 균접종 후 2일째의 조직표본에서는 림프구의 침윤과 부분적인 조직의 괴사 등 염증반응의 양상을 관찰할 수 있었으며, 균접종 5일째의 조직표본에서는 염증의 정도가 감소되는 양상을 확인할 수 있었다.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.83-88
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• 2019

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students' creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group ($M=127{\pm}08.2$) and in the experimental group ($M=132{\pm}18.7$) applying project-based and problem-based convergent learning to English class were positively changed.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.681-692
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• 2010

The purpose of this study is to analyze the teaching-learning effect of using self-regulated learning strategy on experimental classes for the 'kinetics' unit of 10th grade science textbook. Six classes were chosen and classified into two groups: the first group, the control group, was taught with the regular laboratory activity and the other group, the experimental group, was taught with the teaching-learning method using self-regulated learning program. After the laboratory activity for the unit using self-regulated learning program, the mean values of the scientific inquiry, scientific attitudes, and performance assessment of the experimental group were larger than those of the control group. There were significant differences between the two groups in the post-test. With the results of the post-test for the experimental group, the self-regulated learning program has significant relationships on scientific inquiry, scientific attitudes, and scientific achievements.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.82-94
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• 2012

In this study, epistemological views of middle school students on scientific inquiry were investigated. The Views of Scientific Inquiry Questionnaire was administered to 141 9th graders. The questionnaire consists of five open-ended items concerning the contexts of scientific investigation, the methods of scientific investigation, the interpretation of data, and the data and evidence. Analyses of the results indicated that their epistemological understanding of scientific inquiry were not adequate on the whole. Although the students suggested a variety of factors influencing scientists' decisions on the questions and the methods of investigation, many of the factors were minor. Only a few students specifically described the activities of scientists and the constituents of "scientific" activity, and students did not demonstrate adequate understanding of experimentation in science and multiple scientific methods. Moreover, the percentage of students who possessed the informed view that data can be variously interpreted was found to be low. The students also did not understand the distinctions between data and evidence. Educational implications are discussed.

• Journal of Veterinary Clinics
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• v.26 no.6
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• pp.644-646
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• 2009

A 5-year-old intact male black gibbon (Hylobates concolor) was referred for evaluation of the right pelvic limb lameness following a fight against other black gibbons. Fractures of the right tibia and fibula were suspected on physical examination and palpation of the right pelvic limb, but no other injuries or abnormalities were detected. While the black gibbon was sedated, pelvic limb radiographs were taken, which revealed diaphyseal oblique fractures of the right tibia and fibula. Open reduction of the fractures was performed. The tibial fracture was repaired by use of an internal fixation technique that included a tubular dynamic compression plate and cortical screws secured along the craniomedial aspect of the tibia. There were no complications during the postoperative rehabilitation period. At 9 weeks, radiographs revealed that bridging callus was well formed over the cortices of the tibial and fibular fracture area. The cast was removed 9 weeks after surgery. The black gibbon exhibited no evidence of lameness and was released back into the group. Presently, there are no published reports of internal fracture fixation in a black gibbon where a tubular dynamic compression plate and cortical screws provided excellent stabilization of the tibia and complete fracture healing allowing normal ambulation.

• Korean Journal of Biological Psychiatry
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• v.27 no.1
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• pp.27-35
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• 2020

Objectives Ketamine has been reported to have antidepressant effects or psychotomimetic effects. The aim of this study was to investigate the behavioral effects of ketamine treatment at various sub-anesthetic doses in adolescent and adult naïve mice. Methods In each experiment for adolescent and adult mice, a total of 60 male Institute of Cancer Research mice were randomly divided into 6 groups, which were intraperitoneally treated with physiological saline, 10, 20, 30, 40, and 50 mg/kg ketamine for consecutive 3 days. At 1 day after last injection, the locomotor and depressive-like behaviors were evaluated in mice, using open field test (OFT) and forced swim test (FST), respectively. Results In case of adolescent mice, ketamine dose was negatively correlated with total distance traveled in the OFT (Spearman's rho = -0.27, p = 0.039). In case of adult mice, we found significant positive correlation between ketamine dose and duration of immobility in the FST (Spearman's rho = 0.45, p < 0.001). Immobility time in the 50 mg/kg ketamine-treated mice was significantly higher compared to the saline-treated mice (Dunnett's post-hoc test, p = 0.012). Conclusions We found that the repeated treatment with ketamine could decrease the locomotor or prolong the duration of immobility in mice as the dose of ketamine increased. Our findings suggest that sub-anesthetic doses of ketamine might induce schizophrenia-like negative symptoms but not antidepressant effects in naïve laboratory animals.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.313-332
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• 2014

The purpose of this research is to distinguish the effect of children's multicultural educational program in the daily life schedule that is integrated in Nuri-programme on children's multicultural acceptance and pro social behavior. Subjects were 4-year-old children from Gyounggi-do A city separated into anexperimental group and acontrol group. Both groups werepre tested. After conducting a program for 44 times, the data was collected using visual resources and instruction considering 4-year-old children's ability to read. In conclusion, the experimental group educated with children's multicultural program showed higher multicultural acceptance. These show that multicultural education affect pro-social behavior.

• Proceedings of the KOR-BRONCHOESO Conference
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• 1991.06a
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• pp.15-15
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• 1991

한국어 자음에 대한 생리적인 분류는 조음점 및 조음발법에 따라 다시 세분화할 수 있는데 그중에서 조음발법에 따라 파열음, 마찰음, 파찰음 및 비음들 여러가지로 분류할 수 있다. 그중 특히 파열음은 그 개방하는 방법에 따라 연음(lenis), 경음(glottalized) 및 기식음(aspirated)등으로 구분하는데 이러한 각음을 육안으로 확인하면 모음이 발성되기 위한 성대진동이 있기전의 자음을 위한 성대의 운동의 현상을 보면 기식음에서는 성대열림이 가장 크고 연음에서도 열림이 크지만 기식음보다는 적고 경음에서는 성대의 열림이 가장 작았다. 이러한 현상은 후두내시경에 의해 쉽게 확인할 수 있었는데 이것을 과학적으로 규명하기 위해서는 여러연구에 의해 가능하나 흔히 후두근전도 검사에 의한 성대내전근과 외전근의 역할의 차이를 비교함으로서 가능해지리라 예상되어 본 연구를 시행하였다. 사용된 문형 또는 단어는 한가지를 제외하고는 모두 의미있는 단어를 사용하였으며 EMG recording을 위해 사용된 근육은 후두내전근인 Vocalis muscle과 후두외전근인 Posterior cricoarytenoid muscle이 사용되었고 전기신호는 computer data processing system에 의해 분석되어졌다. 결과는 내시경에 의한 성대열림의 거리측정 결과를 분석함과 동시에 후두내근에 대한 근전도검사에 의한 분석을 토대로 하였으며 이를 간단히 설명하면 이제까지 많은 사람들은 한국어 자음에 대한 각각의 특징적인 현상들을 주로 성대내전근의 역할에 의해 규명하였으나 본 결과로는 성대내전근의 역할도 중요하지만 성대외전근의 역할 또한 상호 연관성을 가지면서 매우 중요한 역할을 한다는 점이다.for the Isotropic plates can be used. Use of some coefficients can produce "exact" value for laminates with such configuration.trap with 2.88[eV] deep of injected space charge from the chathode in the crystaline regions. The origin of ${\alpha}$$_2$ peak was regarded as the detrapping process of ions trapped with 0.9[eV] deep originated from impurity-ion remained in the specimen during production process of the material, in the crystalline regions. The origin of ${\beta}$ peak was concluded to be due to the depolarization process of "C=0"dipole with the activation energy of 0.75[eV] in the amorphous regions. The origin of ${\gamma}$ peak was responsible to the process combined with the depolarization of "CH$_3$", chain segment, with the activation energy of carriers from the shallo

• Journal of Digital Convergence
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• v.18 no.12
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• pp.343-351
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• 2020

The present study investigated the related variables of cognitive function, subjective cognitive decline and cognitive training effects. The cognitive training was composed of mete-cognitive education and cognitive task performing. Twenty older adults attended for 14 weeks and were tested before and after the training. Results show that their cognitive level was related with age, self-esteem and personality traits. And subjective cognitive decline was related depression, anxiety, personality traits, self-efficacy, self-esteem and subjective age, but it does not reflect objective cognitive impairments. Their cognitive test scores were enhanced after training in MMSE, memory and executive function, and enhanced scores were related with age, subjective cognitive decline, anxiety, self-efficacy, self-esteem, subjective age and personality traits. Findings suggest one's personality and psychological state need to be considered for the effects of cognitive training.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.591-606
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• 2016

The purpose of this study is to develop the argumentation program to build scientific concepts on natural selection for science-gifted elementary students and to know how to implement this program. For this study, nine key concepts about natural selection such as the overproduction of offspring, limited resources, population stability, competition, variation, heredity of variation, differential survival, change of the population and speciation were selected through the literature study. The programs were developed by learning cycle instructional model. Argument writings and discourses have been collected, analyzed and compared before and after the program. Two questionnaires to compare pre and post concept change consist of multiple choice questionnaire and open-ended response question were developed and applied to 19 science-gifted elementary students. Sufficiency of the explanation and conceptual quality of the explanation were used to assess the quality of their arguments before and after the program. Discourse and visual models collected from the highest and lowest group about score improvement were compared. The scores of the gifted statistically improved significantly in multiple choice questionnaire. Students' alternative conceptions about natural selection at the beginning of the program decreased and changed scientifically after the program. Visual models drawn by the students supported the results as well. This study asserts that elementary science-gifted students are able to explain evolutionary perspectives about organism change and use the key concepts of natural selection. The study means that evolutionary perspective is possible to be reflected in elementary science curriculum for the gifted.