• Knowledge Management Research
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• v.6 no.1
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• pp.85-103
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• 2005

The purpose of this study was to identify the relationship between fixation and brain preference. Based on the hemisphere asymmetric theory and fixation, two hypotheses were articulated. They were: 1) Right-brain preference is negatively related to divergent fixation. 2) Left-brain preference is negatively related to convergent fixation. A self-reporting scale for measuring the brain preference with 42 items were developed for the study based on functional characteritics of left and right hemisphere. Samples were collected from 579 college students in K University. Regression analysis showed that right-brain preference was negatively associated with divergent fixation. In the relationship between left-brain preference and convergent fixation, mixed results were produced. Research implication were discussed at the end of the study.

• Research in Mathematical Education
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• v.15 no.1
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• pp.69-79
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• 2011

Based on the work of Haylock (cf [Haylock, D. W. (1987). A framework for assessing mathematical creativity in schoolchildren. Educ. Stud. Math. 18(1),59-74]) a mathematical creativity test containing items of two categories overcoming fixation and divergent thinking has been developed for Bengali medium school students with sample size 262. The items measuring divergent thinking are found highly internally consistent and there is a significant correlation between overcoming fixation and divergent thinking. Study of the factorial validity of the test by Thursstone's centroid method gives satisfactory result. Validity coefficient of the test with teachers' rating, alpha reliability and test-retest reliability of the test are also found satisfactory.

• Journal of Korean Neurosurgical Society
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• v.42 no.6
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• pp.495-498
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• 2007

Fractures of lumbo-sacral junction involving bilateral sacral wings are rare. Posterior lumbo-sacral fixation does not always provide with sufficient stability in such cases. Various augmentation techniques including divergent sacral ala screws, S2 pedicle screws and Galveston rods have been reported to improve lumbo-sacral stabilization. Galveston technique using iliac bones would be the best surgical approach especially in patients with bilateral comminuted sacral fractures. However, original Galveston surgery is technically demanding and bending rods into the appropriate alignment is time consuming. We present a patient with unstable lumbo-sacral junction fractures and comminuted U-shaped sacral fractures treated by lumbo-sacro-pelvic fixation using iliac screws and discuss about the advantages of the iliac screws over the rod system of Galveston technique.

• Journal of Veterinary Clinics
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• v.29 no.4
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• pp.344-347
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• 2012

Bilateral convergent strabismus with exophthalmus(BCSE) is an eye disorder affecting many cattle breeds worldwide. BCSE is the most common in cattle at various types of strabismus. Divergent strabismus is of relatively low incidence than convergent strabismus. This report is the to shown a case of convergent and divergent strabismus with unilateral in the exophthalmus in a heifer Holstein cow. A female Holstein calf born with congenital progressive divergent strabismus in right eye and convergent strabismus in left eye was tested. Ocular and blood examination, and activity were checked from the first week, 8 month, and 16 month after birth. The ocular examination includes general inspection, fixation reflex and menace response. The general inspection is checking the degree of deviation of both eyes from the normal visual axis, which was determined by the amount of sclera permanently visible in the temporal corner of the eye. The stage is divided into 4 stages depending on the degree of deviation. The right eye shown in stage 4 continues after birth and the left eye shown stage 2, stage 3 and stage 4 at 1 week, 8 month and 16 month after birth, respectively. In fixation reflex and Menace response, both eye balls showed a normal response at 1 week, 8 month and 16 month after birth. Blood count and serum chemistry test were performed, but a specific factor was not detected outside the reference range.

• Clinics in Shoulder and Elbow
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• v.27 no.1
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• pp.88-107
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• 2024

The aim of this systematic review was to collect evidence on the following 10 technical aspects of glenoid baseplate fixation in reverse total shoulder arthroplasty (rTSA): screw insertion angles; screw orientation; screw quantity; screw length; screw type; baseplate tilt; baseplate position; baseplate version and rotation; baseplate design; and anatomical safe zones. Five literature libraries were searched for eligible clinical, cadaver, biomechanical, virtual planning, and finite element analysis studies. Studies including patients >16 years old in which at least one of the ten abovementioned technical aspects was assessed were suitable for analysis. We excluded studies of patients with: glenoid bone loss; bony increased offset-reversed shoulder arthroplasty; rTSA with bone grafts; and augmented baseplates. Quality assessment was performed for each included study. Sixty-two studies were included, of which 41 were experimental studies (13 cadaver, 10 virtual planning, 11 biomechanical, and 7 finite element studies) and 21 were clinical studies (12 retrospective cohorts and 9 case-control studies). Overall, the quality of included studies was moderate or high. The majority of studies agreed upon the use of a divergent screw fixation pattern, fixation with four screws (to reduce micromotions), and inferior positioning in neutral or anteversion. A general consensus was not reached on the other technical aspects. Most surgical aspects of baseplate fixation can be decided without affecting fixation strength. There is not a single strategy that provides the best outcome. Therefore, guidelines should cover multiple surgical options that can achieve adequate baseplate fixation.

• East Asian mathematical journal
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• v.34 no.4
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• pp.429-449
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• 2018

The purpose of this study is to investigate how the mathematical creativity of middle school mathematical gifted students is represented through the process of problem posing activities. For this goal, they were asked to pose real-world problems similar to the tasks which had been solved together in advance. This study demonstrated that just 2 of 15 pupils showed mathematical giftedness as well as mathematical creativity. And selecting mathematically creative and gifted pupils through creative problem-solving test consisting of problem solving tasks should be conducted very carefully to prevent missing excellent candidates. A couple of pupils who have been exerting their efforts in getting private tutoring seemed not overcoming algorithmic fixation and showed negative attitude in finding new problems and divergent approaches or solutions, though they showed excellence in solving typical mathematics problems. Thus, we conclude that it is necessary to incorporate problem posing tasks as well as multiple solution tasks into both screening process of gifted pupils and mathematics gifted classes for effective assessing and fostering mathematical creativity.

• 대한공업교육학회지
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• v.33 no.2
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• pp.120-136
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• 2008

Using the tangible programming tools, which combines physical objects (e.g. robot) and educational programming language, may help to encourage learners' creative thinking as well as to enhance problem solving ability. That is, learners can have opportunities to simulate problem solving processes through the physical objects, such as robots. Therefore, they can minimize an fixation about problem solving process. These experience is effective to induce creative thinking that is useful to find new solutions and change environment actively. Therefore, we developed a robot based programming teaching and learning curriculum and implemented it in college level introductory programming courses. The result shows that the robot based programming learning has a positive effect in all three factors of learners' creative problem solving potential, especially in a cognitive factor. The cognitive factor includes general problem solving abilities as well as factors that explain creativity, such as divergent thinking, problem recognition, problem representation. These result means that the developed robot based programming teaching and learning curriculum give positive effect to creative problem solving abilities.