• The korean journal of orthodontics
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• v.29 no.3 s.74
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• pp.361-374
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• 1999

Intraoral filled type of orthodontic appliance can cause reversible or irreversible damages such as gingivitis, periodontitis, enamel decalcification, dental caries, root resorption, and pulpal changes. Such adverse effects are brought by increase in dental plaque as well as oral flora. Such an increase causes gingival inflammation and enamel decalcification. The purpose of this study is to get klowledge on initial changes in dental plaque, gingivitis, and enamel decalcification after bonding fixed orthodontic appliances according to time flow, gender, and sides(right/left) of premolar region. For control group, 48 students of dental college, Yonsei university(26 males, 22 females) were chosen; for experimental group, 73 orthodontic patients(36 males, 37 females) who will be treated with fixed appliances were chosen. All the subjects had no systemic disease, juvenile periodontitis and all the females had passed their ,menarche. Tooth brushing instruction was given to all the subjects prior to the experiment. For control group, plaque index, gingival index, and decalcification index were measured twice at 3 weeks interval ; for experimental group, the same was done prior to, 3, 6, 9 weeks after bonding fixed appliances. The following results were obtained: 1. In plaque index 3 weeks after placement of appliances, and it showed gradual increase afterwards. 2. In gingival index3 weeks after placement of appliances, and afterwards it showed increase at a faster rate than plaque index. 3. Enamel decalcification began to show between 3 and 6 weeks after bonding fixed appliances. Decalcification index began to increase 6 weeks after appliance placement, but there was no statistical significance. 4. When the comparison was made between two sides of premolar region, the right side showed greater index in plaque and gingival index of experimental group.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.751-769
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• 2013

This study aims to compare the difference between the recognition of professionalism and teaching efficacy of the gifted education teacher by majoring in education for the gifted from the graduate school. The subjects were 44 graduate students in gifted education major and 56 gifted education teachers of elementary school who did not major in the education for the gifted. The results were as follows. First, the education for the gifted children majors showed higher statistical significance in the subject knowledge, the instructional strategies, the understanding gifted student, personal efficacy and outcome expectancy than the teacher who did not major in the education for the gifted children (p<.05). Second, in the results of Two-Way ANOVA by the major status in education for the gifted children and the gender, there was the interaction effects in the subject knowledge, the understanding gifted student, personal efficacy, and the females were influenced by the recognition of professionalism and teaching efficacy by the major status in education for the gifted children more than males. In the results of analysis on the major status in education for the gifted children and career for gifted education, the instructional strategies and personal efficacy showed the significant interaction effect (p<.05). Third, in the results of analysis on the relations between the recognition of professionalism and the teaching efficacy, all subordinate scopes of the recognition of professionalism and teaching efficacy showed the significant positive correlation (p<.05). In the results of the multiple regression analysis, the subject knowledge and the instructional strategies have effects on the personal efficacy. So the majoring in education for the gifted children from the graduate school may have significant effects on development of the subject knowledge and the professionality of the instructional strategies of the gifted education teacher, further, it can be said that has positive effect on teaching efficacy.

• Korean Journal of Culture and Social Issue
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• v.10 no.3
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• pp.37-59
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• 2004

This study examines longitudinally influences that parents have on their children's academic achievement and the mediating role of various psychological factors. In terms of parents-child relationship, the following variables are examined: Social support from parents, achievement pressure, parental expectation, sense of indebtedness to parents, and respect for parents. For adolescents functioning, the following variables are examined: Efficacy for self-regulated learning, achievement motivation, studying time, and academic achievement. In the first phase of the longitudinal study, a total of 961 Grade 6 students completed a questionnaire. In the second phrase, a total of 856 students completed a questionnaire when they were Grade 7. In the third phrase, a total of 830 students completed a questionnaire when they were Grade 9. In the third phase, a matched sample of 722 fathers and 767 mothers of the adolescents completed a questionnaire. From the sample, 694 matched sample of adolescents, mothers, and fathers have been selected for the following analysis. The results of the path analysis indicate that adolescents' past academic grade was the most powerful predictor of adolescents' current academic achievement. Second, a sense of indebtedness felt towards the parents increased adolescents' achievement motivation, which increased their studying time and which in turn positively affected their academic achievement. Third, adolescents' respect for their parents increased their efficacy for self-regulated learning, which had a positive effect on their academic achievement. Fourth, parental social support increased adolescents' efficacy for self-regulated learning and parental achievement pressure increased adolescents' achievement motivation. Fifth, parental expectation had positive influence on adolescents' academic achievement. Sixth, efficacy for self-regulated learning had direct positive influence on academic achievement. These results indicate that the past achievement is the most important predictor of adolescents' current academic achievement and parent-child relationship and efficacy for self-regulated learning are also important variables that influence adolescents' achievement.

• The korean journal of orthodontics
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• v.29 no.4 s.75
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• pp.467-481
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• 1999

Cleft lip and/or palate is one of the most common congenital craniofacial anomalies. According to previous epidemiologic studies, incidence of cleft lip and/or palate has been increasing nowadays. However, there is no report about epidemiologic study of cleft lip and/or palate patients who visited dept. of orthodontics in Korea. So the purpose of this study was to provide the epidemiological characteristics and important basic clinical data for the diagnosis and the treatment of the cleft lip and/or palate patients. With the orthodontic and cleft charts, diagnostic models and X-ray films from 250 patients with cleft lip and/or palate who visited Dept. of Orthodontics, Seoul National University Dental Hospital during the last 11 years, the authors investigated patient's visiting yew, types of cleft, patient's gender, and Angle's classification of malocclusion, and surgery timing. The results were as follows ; 1. The number of cleft patients who visited Dept. of Orthodontics, SNUDH increased during 1988-1990 and then it declined until 1992. From 1993 to 1996, it showed a stationary trend. After 1997 it showed an overwhelmingly increasing trend. 2. In the cleft type, the ratio of cleft lip cleft lip and alveolus cleft palate : cleft lip and palate was 7.6:19.2:9.6:63.6. In cleft position, unilateral clefts were more than bilateral ones (cleft lip 79:21, cleft lip and alveolus 77:23, cleft lip and palate 75.5:24.5). In cleft side, left clefts were mote than right clefts (cleft lip 53.3:46.7 cleft lip and alveolus 59.5:40.5, cleft lip and palate 59.2:40.8). 3. In gender ratio, males were more than females in cleft lip (57.9:42.1), cleft lip and alveolus (68.8:31.2) and cleft lip and palate (76.1:23.9). But in cleft Palate females were more than males as 41.7: 58.3. 4. In the age groups, 7-12 year group was the most abundant as $52\%$, and then 0-6 year group ($20.4\%$), 13-18 year group ($17.2\%$), more than 18 yew group ($10.4\%$) were followed as descending order. 5. Most of the cleft lip repair surgeries were operated in 0-3 month ($60.3\%$) and 4-6 month ($17.9\%$). 6. The cleft palate repair surgeries were done in 1-2 year ($31.7\%$), 0-1 year ($25.6\%$), 2-3 year ($12.1\%$), more than 5 year ($11.6\%$) as descending order. 7. The lip scar revision surgeries were done before admission at elementary school in $60\%$. (4-6 you ($27.5\%$), 6-8 year ($19.6\%$), more than 10 year ($19.6\%$), 2-4 year ($13.7\%$) as descending order) 8. The rhinoplasties were done before admission at elementary school in $51.7\%$. (0-2 year ($7.1\%$), 2-4 year ($14.3\%$), 4-6 year ($21.4\%$), 6-8 year ($14.3\%$)). 9. The pharyngeal flap were done at 6 Y (72.5 months) after birth on average and there was even distribution of surgery timing. 10. In relationship between Angle's classification of malocclusion and cleft types, Class I was most abundant and Class III, Class II were followed as descending order in cleft lip group. But Class III was most abundant and Class I, Class II were followed as descending order in cleft lip and alveolus group, cleft palate group, and cleft lip and Palate group. The percentage of frequency in Class III malocclusion was overwhelmingly higher in cleft lip and palate group than any other groups. 11. Because the frequency of class III malocclusion was most prevalent in all age groups, anterior crossbite was the most common chief complaint of cleft patients.

• Journal of Nutrition and Health
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• v.56 no.6
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• pp.730-741
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• 2023

Purpose: The 2020 Dietary Reference Intakes for Koreans (KDRIs) serves as a foundation for daily nutrient and energy recommendations aiming to enhance public health and prevent chronic diseases. They act as guidelines for maintaining proper nutrition and overall health. Using KDRIs is crucial for promoting healthier lifestyles and making informed dietary choices. Thus, this study explores the influence of a nutrition education program, based on the 2020 KDRIs, on the nutrition knowledge and dietary habits of undergraduates in Gyeongsangnam-do and Gyeonggi-do. Methods: The nutrition education program, designed with diverse instructional materials, was executed across a wide range of universities. The education group (n = 75) engaged in the program for a 6-week instructional period, while the control group (n = 53) underwent the survey without participating in the education program. Nutrition Quotient (NQ) and knowledge assessments were administered to both groups immediately before and after the instructional period. Results: Within the education group, the nutrition education program positively impacted responses to NQ practice items, including knowledge of nutrition, daily intake, and portion sizes (p < 0.05). In contrast, there were no significant differences between the before and after responses of the control group for most survey items. Post-program evaluations showed significantly higher self-assessment scores and increased satisfaction levels (p < 0.05), with the satisfaction rate for the education program using the 2020 KDRIs reaching 99.2%. Conclusion: This study has demonstrated the positive impact of an effective nutrition education program. However, there is a need for the continuous development and implementation of nutrition education programs to sustain these outcomes and further enhance the nutritional education experience.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.977-998
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• 2009

In this article, we give a comparative study on the last 300 years of USA and Korean tertiary mathematics. The first mathematics classes in United States were offered before July, 1638, but the real founding of tertiary mathematics courses was in 1640 when Henry Dunster assumed the duties of the presidency at Harvard. President Dunster read arithmetics and geometry on Mondays and Tuesdays to the third year students during the first three quarters, and astronomy in the last quarter. So tertiary mathematics education in United States began at Harvard which is the oldest college in USA. After 230 years since then, Benjamin Peirce in 1870 made a major and first American contribution to mathematics and got an attention from European mathematicians. Major change on the role of Harvard mathematics from teaching to research made by G.D. Birkhoff when he joined as an assistant professor in 1912. Tertiary mathematics education in Korea started long before Chosun Dynasty. But it was given to only small number of government actuarial officers. Modern mathematics education of tertiary level in Korea was given at Sungkyunkwan, Ewha, Paichai, and Soongsil. But all college level education opportunity, particularly in mathematics, was taken over by colonial government after 1920. And some technical and normal schools offered some tertiary mathematics courses. There was no college mathematics department in Korea until 1945. After the World War II, the first college mathematics department was established, and Rimhak Ree in 1949 made a major and first Korean contribution to modern mathematics, and later found Ree group. He got an attention from western mathematicians for the first time as a Korean. It can be compared with Benjamin Peirce's contribution for USA.

• Korean Journal of Culture and Social Issue
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• v.15 no.3
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• pp.399-429
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• 2009

The purpose of this research examines the factors that influence happiness among Korean adolescents by focusing on psychological resource (as measured by self-efficacy), relational resource (as measured by social support) and financial resource (as measured by family's monthly income). In addition, the influence of academic achievement on happiness is examined. To examine the influence of socio-economic status and family's monthly income, adolescents living in three different districts in Seoul (from working to middle to upper class districts) were randomly selected and interviewed in their home. A total of 190 elementary school, middle school, high school and university students (male=83, female=107) completed the resiliency of efficacy scale developed by Bandura (1995) and emotional support and happiness scale developed by the present researchers, in addition to background information. The results of the path analysis are as follows. First, the most important predictor of happiness among Korean adolescents is relational resources. In other words, emotional support received from significant others was most predictive of happiness; more than 60 times the effect of family's monthly income, three times the effect of academic achievement, and two times the effect of resiliency of efficacy. The second most important factor that predicted the happiness of Korean adolescents was psychological resource (i.e., resiliency of efficacy), which had 30 times the effect of family's monthly income. In addition resiliency of efficacy played a mediating role between emotional support on one hand and happiness on the other. Third, those respondents who had higher academic achievement reported higher levels of happiness, which had 20 times the effect of family's monthly income. Fourth, family monthly income did not predict happiness among Korean adolescents. Fifth, socio-economic status and school level did not have direct influence on happiness but had mediating influence through their influence on emotional support. In other words, those respondents with higher socio-economic status and elementary school students were more likely to receive social support from significant others, which in turn increased their happiness. These results indicate that the most important predictor of happiness among Korean adolescents is emotional support, followed by resiliency of effic acy and academic achievement, indicating that those adolescents from wealthy families are not necessarily happier.

• Journal of the korean academy of Pediatric Dentistry
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• v.27 no.2
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• pp.262-273
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• 2000

The purpose of this study was to investigate the difference between the children who experienced nursing caries and the children who were caries-free in the prevalence of enamel hypoplasia and DMF rate and to analyse causal factors from questionnaires. Oral examination was performed on 101 children(nursing caries group-45, caries-free group-56)in the 1994 at first, later in 1999. Parents were asked to write questionnaires. As a cotrol group, 50 children were chosen randomly. The results obtained from this study were as follow: 1. The prevalence of enamel hypoplasia of the children who experienced nursing caries was higher significantly than that of the all of the examined children (P<0.01). 2. DMF Tate of the children who experienced nursing caries was higher significantly than that of the children who were caries-free (P<0.01), and higher than that of the all of the examined children also(P<0.05). 3. The children who experienced nursing caries performed tooth brushing less frequently (P<0.05) and started tooth brushing later than the children who were caries-free (P<0.01). 4. The children who experienced nursing caries ate cariogenic food more frequently(P<0.05) and had higher preference(P<0.05) than the children who were caries free. 5. The children who experienced nursing caries showed lower frequency of periodic dental examination than the children who were caries-free or centre) group(P<0.05).