• Proceedings of the Korean Institute of IIIuminating and Electrical Installation Engineers Conference
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• 2003.11a
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• pp.145-153
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• 2003

본 연구에서는 초등학생들의 시력 저하에 작용될 수 있는 교실조명 환경에서의 문제점을 파악하기 위하여 주광 이용을 포함한 교실의 조명환경으로 책상면 조도, 칠판면 조도, 균제도, 휘도, 반사율등 시력에 작용되는 요소들을 측정하고 분석하였다. 교실조명의 문제점을 최소화시키기 위한 조명환경을 개선하고 개선된 조명환경 하에서 계절 변화에 따라 달라지는 조명 특성의 변화를 지속적으로 측정 분석하였다. 일정 기간 경과 후 개선된 환경에서 생활한 학생들과 개선되지 않은 환경에서 생활한 학생들의 시력의 변화를 측정하여 비교 분석함으로써 교실 조명환경이 학생들의 시력변화에 미치는 영향 및 상관 관계를 분석하고자 하였다.

• Journal of Korean Foot and Ankle Society
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• v.24 no.4
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• pp.173-173
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• 2020

• Journal of Medicine and Life Science
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• v.15 no.2
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• pp.105-107
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• 2018

The reconstruction method of nasal area can be used differently depending on the location, size, age. In this elderly female patient case, without using the forehead medial flap, good results can be obtained by using an advancement flap considering the nasal aesthetic unit.

• Journal of Dental Rehabilitation and Applied Science
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• v.37 no.4
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• pp.268-273
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• 2021

Paramolar tubercle is a rare developmental dental anomaly defined as an additional cusp occurring on the buccal or lingual surfaces of the molar. Permanent molar fused with paramolar tubercles can be a cause of difficulty in root canal treatment. Therefore, proper understanding of these variations is important in order to ensure successful endodontic treatment. Cone beam computed tomography (CBCT) can be helpful to understand anatomy of complicated cases. This case report describes nonsurgical endodontic treatment of maxillary second premolar fused with paramolar tubercle.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.329-336
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• 2005

The purpose of this study was to investigate the elementary school student's recognition of informal science education program : 'Korea Junior Engineering Achievement (KJEA)'case. The subjects were 807, 4th, 5th, 6th grade elementary school students who participated KJEA program. We developed questionnaires and explored the students' preference and the reason to KJEA (compared with school science lesson), attitude on informal elements of KJEA (non-school teachers and non-curricular content), interest in the each KJEA program, outcome of the KJEA. The result of this study showed that the students' recognition of the informal science education program was strongly affirmative. Students preferred KJEA program to school science lessons for that reason why they could make and do by themselves and the KJEA program had novelty. They expected more teaming opportunities by non-school teachers on non-curricular content. Though KJEA had little effect on career interests, students showed willingness to continue to participate. We could get implication for informal science education that the quality of the program is the most important factors than others. The novelty and the doing by oneselves were also important factors for students.

• Laboratory Medicine Online
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• v.1 no.1
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• pp.64-66
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• 2011

Anti-Sd^a is of no clinical significance, because it rarely causes hemolytic transfusion reactions. Even when its presence is suspected during antibody screening test, further identification of the antibody is usually not performed. We experienced a case of anti-Sd^a in 73 yr-old male patient showing mixed field agglutination by microcolumn agglutination. Antibody specificity could not be identified by conventional antibody identification test, and it was proven to be anti-Sd^a by urine neutralization test. In spite of its little clinical significance, it may give incompatible crossmatching results reacting with Sd^a antigen, which occurs at a high frequency in general population. When incompatible crossmatch results arising from anti-Sd^a are suspected, the problem may be solved by using the urine-neutralized serum of in crossmatching test.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.487-509
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• 2022

The purpose of this study is to analyze classroom discourse in the math classroom of middle school in China, which has a unique math classroom background of entrance examination for high school. To this end, this study analyzed teacher question statistics and episodes by teacher question type as starting speech in mathematics classroom discourse, and five IRF subtypes were especially identified by class discourse structure analysis. The data were analyzed focusing on a total of 15 transcripts of math classes recorded by three math teachers at H School in Guiyang, Guizhou Province, China, and written interviews of teachers. According to the results of this study, an average of 20 teacher questions were observed for each class, and the teacher question type was classified into confirmation question (understanding confirmation question, explanation request question, and double check question) and information question (information presentation question). In addition, according to classroom discourse analysis, the IRF discourse structure was divided into fragmentary evaluation, evaluation+reason, evidence of explanation, evaluation+student response re-statement, guidance on other thoughts or solutions, and student answer correction or teacher opinion presentation.

• Mood & Emotion
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• v.9 no.1
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• pp.30-36
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• 2011

Purpose : Anxiety disorder and depressive disorder are often comorbid with each other, and the comorbidity is associated with poorer psychiatric outcome, resistance to treatment, increased risk for suicide, greater chance for recurrence. We aimed to investigate the comorbidity of anxiety disorder in Korea. Method : Subjects were total of 867 depressed patients recruited CRESCEND-K multicenter trial. We used SCID (Structured Clinical Interview for DSM - IV) to find comorbidity of anxiety disorders in depressed patient. Results : Of 867 patients, total 8.2% had anxiety disorder. Proportion of anxiety disorder Not Otherwise Specified was 3.5%, panic disorder was 1.7%, generalized anxiety disorder was 1.1%, post traumatic stress disorder was 0.9%, obsessive compulsive disorder was 0.6%, social phobia was 0.4%. Conclusion : In this study, anxiety disorder in depression were measured at a low comorbidity rate in compare to previous studies. Selection bias, use of antidepressants at registration, severity of depression symptoms, and point of SICD administration seems to have affected these results. It is probable that comorbidity evaluation would be more precise if shorter, structured interviews such as M. I.N.I.-Plus were used during first clinical interview for depression diagnosis.

• Communications of Mathematical Education
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• v.13 no.2
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• pp.751-764
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• 2002

미국의 “전국 수학 교사 협의회” (National Council of Teachers of Mathematics, NCTM)는 1989년부터<학교 수학의 교육과정과 평가 규준> (1989), <수학 가르침(교수)의 전문성 규준> (1991), <학교 수학의 평가(시험) 규준> (NCTM, 1995), <학교 수학의 원리와 규준> (2000)을 출판하여 미국의 수학 교육의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 말이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제 6 차와 제 7 차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM (2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학교육의 교수 ${\cdot}$ 학습 이론의 동향을 살펴본다.

• Proceedings of the Korean Information Science Society Conference
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• 1999.10b
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• pp.125-127
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• 1999

고등학교 시간표 작성 문제는 학생, 교사, 학교, 일반 교실과 특별 교실 자원등 복잡한 제약조건과 요구사항이 있기 때문에 단순한 방법으로는 해결하기가 어렵다. 학생들은 다양한 과목을 선택할 수 있기를 바라고 교사들은 자신이 원하는 시간에 수업하기를 바란다. 또한, 학교에서는 효율적인 인적 자원 활용과 일반 교실 및 특별실의 사용으로 인한 학교의 장학 능력과 경쟁력의 고양을 원한다. 따라서, 고등학교 수업 시간표를 작성하는데 있어서의 다양한 문제를 최적의 시간표를 최적 탐색 문제로 정의하고, 이 문제를 휴리스틱 접근법인 Tabu Search 방법을 이용하여 해결하고자 한다.