• Women's Health Nursing
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• v.7 no.1
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• pp.30-43
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• 2001

This was a pre-experimental study to confirm the breast-feeding ability and effect of follow up care on the breast-feeding rate and the breast-feeding method by the mother-infant breast-feeding assessment tool for the mothers who got the breast-feeding education. The subjects were 46 mothers who experienced normal delivery of infants at a college hospital in K-city, Kyungsangbuk-do, from July 1 to October 21, 2000. The instrument for data obtainment were The Mother-Infant Breast-Feeding Assessment Tool of Johnson et al. (1999), and The Breast- Feeding Method Measurement Tool of Jeong, Geum-hee(1997). This instrument was reliable, showing Cronbach $\alpha$.751. This study classified them into 3 groups: at high risk for breast-feeding failure, at risk for breast-feeding problems, and at low risk for breast-feeding failure by the mother-infant breast-feeding assessment tool on the day of discharge from the hospital after delivering individual breast-feeding education to the subjects. This study investigated the breast-feeding rate and the breast-feeding method through mail questionnaire at the four week after childbirth, and through the phone counselling and the home visit for follow up care at the first week and the second week after childbirth. The sixth week after childbirth, this study investigated the breast-feeding rate by phone. The data analyzed the hypothesizes by $x^2$-test, paired t-test, ANOVA, Wilcoxon signed rank test, Wilcoxon rank sum test and trend analysis using SPSS/PC+ WIN 10.0 program. The results were as follows : 1) Hypothesis 1-1, "there won't be any difference the breast-feeding rate of a group at risk for breast-feeding failure by the time elapsed" was supported through constant the breast-feeding rate, because changes in the breast-feeding rate by the time elapsed after childbirth wasn't statistically significant(t= -1.501, p=.270). Hypothesis 1-2, "there won't be any difference the breast-feeding rate of group at low risk for breast-feeding failure by the time elapsed" was supported through constant the breast-feeding rate, because changes in the breast-feeding rate by the time elapsed after childbirth wasn't statistically significant(t=-1.732, p=.225). 2) Hypothesis 2-1, "there won't be any difference between the breast-feeding method of group at risk for breast-feeding failure for four weeks after childbirth and just after childbirth” was rejected, because the mean point of post test appeared to be higher than that of pre test(t=-7.267, p=.000). Hypothesis 2-2, "there won't be any difference between the breast-feeding method of the group at low risk for breast-feeding failure for four weeks after childbirth and just after childbirth" was rejected, because the mean point of post test appeared to be higher than that of pre test(t=-2.501, p=.012). 3)The 3rd hypothesis, "there won't be any difference between breast-feeding method of groups at risk for breast-feeding problems and at low risk for breast-feeding failure at the 4th week after childbirth and just after childbirth" didn't show any difference between the breast-feeding method of groups at risk for breast-feeding problems and at low risk for breast-feeding failure in the advance test(t=-1.521, p=.130) but there was difference between them in post test (t=-2.012, p=.044). As a result, the 3rd hypothesis was supported by pre test, but it was rejected by post test. In conclusion, this study confirmed breast- feeding education and follow up care just after childbirth were effective for the breast-feeding rate and method. Accordingly, it is proposed that successful nursing intervention of breast-feeding to be necessary by continuously providing follow up care through the mother-infant breast-feeding assessment tool as well as to execute individual breast-feeding education to mothers just after childbirth.

• Korean Journal of Clinical Laboratory Science
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• v.36 no.1
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• pp.13-18
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• 2004

This study was designed to establish working range for reoportable range in own laboratory in order to cover the upper and lower limits of the range in test method. We experimented ten times during 10 days for setting of reportable range with between run for method evaluation. It is generally assumed that the analytical method produces a linear response and that the test results between those upper and lower limits are then reportable. CLIA recommends that laboratories verify the reportable range of all moderate and high complexity tests. The Clinical Laboratory Improvement Amendments(CLIA) and Laboratory Accreditation Program of the Korean Society for Laboratory Medicine states reportable range is only required for "modified" moderately complex tests. Linearity requirements have been eliminated from the CLIA regulations and from others accreditation agencies, many inspectors continue to feel that linearity studies are a part of good lab practice and should be encouraged. It is important to assess the useful reportable range of a laboratory method, i.e., the lowest and highest test results that are reliable and can be reported. Manufacturers make claims for the reportable range of their methods by stating the upper and lower limits of the range. Instrument manufacturers state an operating range and a reportable range. The commercial linearity material can be used to verify this range, if it adequately covers the stated linear interval. CLIA requirements for quality control, must demonstrate that, prior to reporting patient test results, it can obtain the performance specifications for accuracy, precision, and reportable range of patient test results, comparable to those established by the manufacturer. If applicable, the laboratory must also verify the reportable range of patient test results. The reportable range of patient test results is the range of test result values over which the laboratory can establish or verify the accuracy of the instrument, kit or test system measurement response. We need to define the usable reportable range of the method so that the experiments can be properly planned and valid data can be collected. The reportable range is usually defined as the range where the analytical response of the method is linear with respect to the concentration of the analyte being measured. In conclusion, experimental results on reportable range using concentrated control sample and zero calibrators covering from highest to lowest range were salicylate $8.8{\mu}g/dL$, phenytoin $0.67{\mu}g/dL$, phenobarbital $1.53{\mu}g/dL$, primidone $0.16{\mu}g/dL$, theophylline $0.2{\mu}g/dL$, vancomycine $1.3{\mu}g/dL$, valproic acid $3.2{\mu}g/dL$, digitoxin 0.17ng/dL, carbamazepine $0.36{\mu}g/dL$ and acetaminophen $0.7{\mu}g/dL$ at minimum level and salicylate $969.9{\mu}g/dL$, phenytoin $38.1{\mu}g/dL$, phenobarbital $60.4{\mu}g/dL$, primidone $24.57{\mu}g/dL$, theophylline $39.2{\mu}g/dL$, vancomycine $83.65{\mu}g/dL$, valproic acid $147.96{\mu}g/dL$, digitoxin 5.04ng/dL, carbamazepine $19.76{\mu}g/dL$, acetaminophen $300.92{\mu}g/dL$ at maximum level.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.35-46
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• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).

• Restorative Dentistry and Endodontics
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• v.34 no.5
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• pp.424-429
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• 2009

This study aimed to assess the influence of different cross-sectional area on the cyclic fatigue fracture of Ni-Ti rotary files using a fatigue tester incorporating cyclical axial movement. Six brands of Ni-Ti rotary files (ISO 30 size with. 04 taper) of 10 each were tested: Alpha system (KOMET), HeroShaper (MicroMega), K3 (SybronEndo), Mtwo (VDW), NRT (Mani), and ProFile (Dentsply). A fatigue-tester (Denbotix) was designed to allow cyclic tension and compressive stress on the tip of the instrument. Each file was mounted on a torque controlled motor (Aseptico) using a 1:20 reduction contra-angle and was rotated at 300 rpm with a continuous, 6 mm axial oscillating motion inside an artificial steel canal. The canal had a $60^{\circ}$ angle and a 5 mm radius of curvature. Instrument fracture was visually detected and the time until fracture was recorded by a digital stop watch. The data were analyzed statistically. Fractographic analysis of all fractured surfaces was performed to determine the fracture modes using a scanning electron microscope. Cross-sectional area at 3 mm from the tip of 3 unused Ni-Ti instruments for each group was calculated using Image-Pro Plus (Imagej 1.34n, NIH). Results showed that NRT and ProFile had significantly longer time to fracture compared to the other groups (p < .05). The cross-sectional area was not significantly associated with fatigue resistance. Fractographycally, all fractured surfaces demonstrated a combination of ductile and brittle fracture. In conclusion, there was no significant relationship between fatigue resistance and the cross-sectional area of Ni-Ti instruments under experimental conditions.

• Restorative Dentistry and Endodontics
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• v.32 no.4
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• pp.385-396
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• 2007

The aims of this study were to compare the shaping effect and safety between single length technique recommended by manufacturer and crown-down technique using Mtwo rotary file and to present a modified method in use of Mtwo file. Sixty simulated root canal resin blocks were used. The canals were divided into three groups according to instrument and the manner of using methods. Each group had 20 specimens. Group MT was instrumented with single length technique of Mtwo, group MC was instrumented with crown-down technique of Mtwo and group PT was instrumented with crown-down technique of ProTaper. All of the rotary files used in this study were operated by an electric motor. The scanned canal images of before and after preparation were superimposed. These superimposed images were evaluated at apical 1 to 8 mm levels Angle changes were calculated. The preparation time, weight loss, instrument failure and binding, canal aberrations, and centering ratio were measured. Statistical analysis of the three experimental groups was performed with ANOVA and Duncan's multiple range tests for post-hoc comparison and Fisher's exact test was done for the frequency comparison. In total preparation time, group MT and group MC were less than group PT. In the aberrations, group MT had more elbows than those of group MC and group PT. The binding of group MC was least and group MT was less than group PT (P < 0.05). Under the condition of this study, crown-down technique using Mtwo rotary file is better and safer method than single length technique recommended by the manufacturer.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.34 no.2
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• pp.180-186
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• 2008

Purpose: This study was performed to evaluate the effect of the implant recipient site preparation methods on primary stability of implants with the instruments of $Osstell^{TM}$ and $Periotest^{(R)}$ in the iliac bone of cadaver. Methods and materials: The 8 iliac bones in 4 cadavers and implants treated with resorbable blasting media (RBM) were used. $Periotest^{(R)}$ (Simens AG, Germany) and $Osstell^{TM}$ (Model 6 Resonance Frequency Analyser: Integration Diagnostics Ltd., Sweden) were used to measure primary stability of implants. Implants were inserted into the iliac crest of the cadaver. In control group, the recipient site was prepared according to the manufacturer's recommendation: 1.8 mm guide drill, 2.0 mm initial drill, 2.7 mm pilot drill, 2.7 mm twist drill, 3.0 mm twist drill, 3.3 mm pilot drill, 3.3 mm twist drill, and 3.3 mm countersink drill as well as tapping drill were used in order. In the group 1, implant recipient sites were prepared by sequentially drilling from 1.8 mm guide drill to 3.0 mm twist drill and then inserted implants without countersinking and tapping. In the group 2, implant recipient sites were prepared to 3.0 mm twist drill and countersink drill and then inserted implants without tapping. In the group 3, the sites were prepared to 3.0 mm twist drill and countersink drill as well as tapping drill. In the group 4, the sites were prepared to 3.3 mm twist drill. In the group 5, the sites were prepared to 3.3 mm twist drill and countersink drill. A total of 60 implants were placed (n=10). The stability was measured using $Osstell^{TM}$ and $Periotest^{(R)}$ mesiodistally and buccolingually. To compare the mean stability of each group statistically, One-way ANOVA was used and correlation of instrument were analyzed using SPSS 12.0. The results obtained were as follows; 1. The stability of group 1 measured using $Osstell^{TM}$ and $Periotest^{(R)}$ buccolingually showed the highest, and there are significant difference statistically between control group and experimental group 1,2,4 in each instruments respectively (p<0.05). 2. The stability of group 1 measured using $Osstell^{TM}$ and $Periotest^{(R)}$ mesiodistally showed the highest. There are significant difference statistically between control group and all experimental groups in $Osstell^{TM}$, and between control group and experimental group 1,2,3,4 (p<0.05). 3. There are high correlation between the measurements of $Osstell^{TM}$ and $Periotest^{(R)}$ (p<0.05). Conclusion: These results indicate that the primary stability of implant can be obtained by the recipient sites preparation with smaller diameter drill than that of implant or minimal drilling.

• Fire Science and Engineering
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• v.33 no.6
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• pp.35-42
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• 2019

The aim of this study is to investigate the direction of improvement of safety experience education through the analysis of the evacuation time experiment. For the study, test subjects were divided into groups of similar body size and weight. The test subjects were directly experienced four evacuation devices, and the experience time was measured. As a result of the analysis of the total time from the installation of the evacuation device to the escape, the time was measured in the order of Descending Life Line-Tilt-Down Rescue Line-Vertical Escape Chute-air safety mat. In the case of evaluating the evacuation time using evacuation mechanisms, the evacuation time was measured in the order of air safety mat-Tilt-Tilt-Down Rescue Line-Descending Life Line-Vertical Escape Chute. In the first and second experiments of the Descending Life Line, time differences were observed. The escape time using the Descending Life Line was reduced in the second experiment than in the first experiment. As shown in this result, education through experience has shown that behavioral confidence and time can be managed. The conclusion of this study is that the goal of safety education is to minimize human life and property damage. Therefore, in order to bring this effect to more people, it is necessary to make efforts to keep self-safe through experiential education.

• Korean Journal of Optics and Photonics
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• v.25 no.6
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• pp.334-339
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• 2014

In this paper, the optical properties of a miniature telecentric camera are studied analytically and experimentally. By means of optical properties, the luminous intensity of retro-reflection of a miniature telecentric optical system is investigated. First, from a simulation the theoretical value of the coefficient of luminous intensity of retro-reflection of a miniature telecentric system is estimated. Second, a miniature telecentric camera device is designed, and the value of the coefficient of luminous intensity of retro-reflection of the actual device is measured through experiment. From simulation and experiment, we found that both the estimated and observed values of the coefficient of luminous intensity of retro-reflection range from 0.002 to $0.03m^2/sr$ (P384200CPH: $0.0042-0.018m^2/sr$, P285200CPH: $0.0045-0.0297m^2/sr$, P321450S: $0.0021-0.00963m^2/sr$) at 1.4 to 4.9 arcminute. The results prove the significance of the mechanisms used to design the miniature telecentric camera, and the experimental method. Accordingly, with these significant results, this study contributes to the development of theory and practice in optical engineering science.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.750-758
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• 2016

In general, a system can be stable when it is designed with a rigid material. However, the use of a rigid system can be limited, such as grasping a glass or using a small surgical instrument. To resolve this limitation, a variable stiffness mechanism was developed using a flexible material. Previous research verified the variable stiffness mechanism where flexible segments and rigid segments were connected alternately in series. However, research into the design parameters of the variable stiffness structure is needed to satisfy the desired stiffness. Therefore, a variable stiffness structure was tested by varying the design parameters to confirm the trend of the stiffness variation. When the radius of the structure becomes larger, the stiffness increases. The stiffness increased with decreasing length of the flexible segments. Under the same design parameters, the length of the flexible segments had a greater effect on the stiffness than the length of the rigid segments. In addition, the stiffness was estimated using the pseudo rigid body model and was compared with the experimental results. This parametric study can be used as a design guideline for designing the variable stiffness mechanism to satisfy the desired stiffness.

• Journal of the Korean Society of School Health
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• v.17 no.1
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• pp.85-95
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• 2004

Objectives : The aim of this study was to identify the trend of school health research by analyzing articles related to school health for the last 10 years. this information can be used to guide research direction for the future. Methods : This study is a descriptive study that analyzed annual data. using an objective frame of evaluation about the methodology and research domain in each paper, all the papers included in the journals concerning school health from January 1993 to December 2000 were analyzed. The data was processed statistically by frequency and percentage. Results : 455 papers in 9 journals related to school health were published. The Journal of the Korean Society of School Health had 204 articles, the highest number of any journal. most of the articles were descriptive, but the number of experimental studies increased over time. the most common research subjects were students were the greatest ones, but the trend to study both parents and teachers increased near the end of the sampling period. the most common selection of subjects appeared to be based on convenience, but probability sampling gradually increasing annually. the most common research instrument was the questionnaire and the reliability and the validity of instruments were described in approximately half of the studies. The survey was the most commonly used method of data collection. The papers that met ethical issue in data collection were less than those that did not. In addition, the papers that provided the rationale for the calculation of sample size were less than those that did not. parametric statistics were the main methods of data analysis, but some advanced statistics were used more often than simple descriptive statistics in the latter part of the sampling period. In general, limit of the studies were not frequently mentioned but more recommendations were made. regarding the characteristics of the research area, the assesment domain was remarkable. The rate of school health problem assesment was the highest among research subjects. Sex- related subjects were the highest in detail research subjects. Conclusions : The research of school health has increased quantitatively, but it is difficult to ascertain its qualitative development. Therefore, on the basis of the research completed up until now, more school-based intervention studies and longitudinal studies need to be another target for the evaluation of the effects of the school health service. as well, policy suggestion through international and cross-sectional comparison studies are needed to assist in the establishment of the long term direction of school health.