• Journal of Korean Dental Science
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• v.10 no.1
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• pp.35-44
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• 2017

In case of loss of many teeth due to dental caries or periodontal disease, improvement of masticatory function and aesthetics can be obtained through implant treatment. However, if the patient does not have a normal intercondylar relationship, it is difficult to achieve an ideal occlusal relationship with only prosthetic treatment. In particular, oral reconstruction with orthodontic treatment or orthognathic surgery is necessary for patients with mandibular prognathism. However, if the posterior occlusion collapses due to severe caries or periodontal disease, orthognathic surgery may be difficult. The occlusal vertical stop is very important for the stability of the mandibular position during occlusal reconstruction through orthognathic surgery. The patient in this case had posterior occlusion collapsed due to the caries of a large number of posterior teeth, and showed mandibular prognathism and long face. We planned a full arch restoration with orthognathic surgery and extracted the hopeless teeth. To secure the vertical stop required for orthognathic surgery, the implant was placed before surgery. After the orthognathic surgery and the final prosthesis application, the results were satisfactory for the improvement of the aesthetics and the restoration of the masticatory function.

• Journal of Dental Anesthesia and Pain Medicine
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• v.19 no.1
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• pp.29-36
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• 2019

Background: An inability to cope with threatening dental stimuli, i.e., sight, sound, and sensation of airotor, manifests as anxiety and behavioral management problems. Behavior modification techniques involving pre-exposure to dental equipment will give children a first-hand experience of their use, sounds, and clinical effects. The aim of this study was to compare the techniques of Tell-Show-Play-doh, a smartphone dentist game, and a conventional Tell-Show-Do method in the behavior modification of anxious children in the dental operatory. Methods: Sixty children in the age group of 4-8 years, with Frankl's behavior rating score of 2 or 3, requiring Class I and II cavity restorations were divided into three groups. The groups were Group 1: Tell-Show-Play-doh; Group 2: smartphone dentist game; and Group 3: Tell-Show-Do technique and each group comprised of 20 children. Pulse rate, Facial Image Scale (FIS), Frankl's behavior rating scale, and FLACC (Face, Leg, Activity, Cry, Consolability) behavior scales were used to quantify anxious behavior. Operator compliance was recorded through a validated questionnaire. Results: The results showed lower mean pulse rates, lower FIS and FLACC scores, higher percentage of children with Frankl's behavior rating score of 4, and better operator compliance in both the Tell-Show-Play-doh and smartphone dentist game groups than in the conventional Tell-Show-Do group. Conclusion: The Tell-Show-Play-doh and smartphone dentist game techniques are effective tools to reduce dental anxiety in pediatric patients.

• Asia Pacific Journal of Corpus Research
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• v.5 no.1
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• pp.23-36
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• 2024

This research centers on the Taiwan Eye-Movement Corpus of Spanish (TECS), a specially created corpus comprising eye-tracking data from Chinese-speaking learners of Spanish as a third language in Taiwan. Its primary purpose is to explore the broad utility of TECS in understanding language learning processes, particularly the initial stages of language learning. Constructing this corpus involves gathering data on eye-tracking, reading comprehension, and language proficiency to develop a machine-learning model that predicts learner behaviors, and subsequently undergoes a predictability test for validation. The focus is on examining attention in input processing and their relationship to language learning outcomes. The TECS eye-tracking data consists of indicators derived from eye movement recordings while reading Spanish sentences with temporal references. These indicators are obtained from eye movement experiments focusing on tense verbal inflections and temporal adverbs. Chinese expresses tense using aspect markers, lexical references, and contextual cues, differing significantly from inflectional languages like Spanish. Chinese-speaking learners of Spanish face particular challenges in learning verbal morphology and tenses. The data from eye movement experiments were structured into feature vectors, with learner behaviors serving as class labels. After categorizing the collected data, we used two types of machine learning methods for classification and regression: Random Forests and the k-nearest neighbors algorithm (KNN). By leveraging these algorithms, we predicted learner behaviors and conducted performance evaluations to enhance our understanding of the nexus between learner behaviors and language learning process. Future research may further enrich TECS by gathering data from subsequent eye-movement experiments, specifically targeting various Spanish tenses and temporal lexical references during text reading. These endeavors promise to broaden and refine the corpus, advancing our understanding of language processing.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.34 no.6
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• pp.628-634
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• 2008

The purpose of this study is to examine reproducibility of operation plan and 3-dimentional jaw movement patterns by comparing jaw position of STO with post-operative jaw position. Twenty patients with class III dental and skeletal malocclusion who were treated with Le-Fort I osteotomy and B-SSRO were reviewed. Lateral cephalometric radiographs were taken within two weeks before operation and two days after operation. Cephalometric radiographs were compared and analyzed with orthognathic computer program '$V-Ceph^{TM}$'. Post-operative maxillary advancement was insufficient compared to maxillary advancement through STO. Post-operative setback movement was over compared to mandibular setback movement through STO. But statistically this is not significant. Maxillary vertical location is insignificant on the whole. Especially post-operative maxillary clockwise rotation is significant compared to maxillary rotation through STO. Post-operative maxillary clockwise rotation tendency is generally observed in all patients. So surgeons and staffs must consider this tendency when operation plan is established ans operation is being performed. Using intra or extra oral marking points, face bow, and bite plate will make exact surgery possible.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.133-142
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• 2014

South korea's education system recently expands discretion activity classes for raising self-leading learning ability based on autonomy and creativity, and also recommends students to perform diverse field trips in order to learn the contents which can be obtained only from field learning. However most schools come hard to go on a field trip because they face many difficulties such as lack of time, expense, weather, and safety. In this paper, in order to get over these difficulties we design a teaching model for field based learning activities using a virtual reality tool. And using the developed virtual reality tool, we taught 4th grade students of an elementary school located in Seoul. As a result, most of students were engaged and interested in the class and improved their academic achievement during one semester.

• Journal of Korea Multimedia Society
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• v.12 no.10
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• pp.1427-1435
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• 2009

E-Learning is different from the traditional classroom learning and examinees can take a class individually anywhere by online. And it is difficult to proctor an examination because they also take a test by online. However the results of the online test are included in their examination scores. Therefore, it is very important to authenticate the examinees. In this paper, we propose improvement of fairness system for online test using camera. Students can take a picture after every online classes and it has been saved. And during the test, ELTS(e-Learning Test System) takes images, detects the faces, and protects from getting another person to sit for cheating. After examination, the images have been transferred with the answer sheets to the cyber school management system. And a report card will be printed out with the user's images. Moreover, it will authenticate oneself and protect the online test from cheating.

• The korean journal of orthodontics
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• v.23 no.3 s.42
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• pp.359-374
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• 1993

At present, many orthodontists regard the root parallelism of the posterior teeth important not only in diagnosis and treatment planning but also for predicting posttreatment stability. To evaluate it, they usually refer to the orthopantomogram. At this study, 97 samples were collected from students of Yonsei University, who have well-proportioned face, Angle's class I canine & molar relationships and no crown axis deviation of the posterior teeth including canines. Reliability of the root parallelism observed from orthopantomogram was evaluated by comparison with $45^{\circ}$ oblique cephalogram. The results were as follows : 1. In comparing the differences between anglular measurements in $45^{\circ}$ oblique cephalogram & orthopantomogram with $5^{\circ}$, those to mandibular plane were significantly less than to occlusal plane in number of items which showed less differences than $5^{\circ}$. 2. Compared the root parallelisms in the orthopantomogram with those in $45^{\circ}$ oblique cephalogram with $1\%$ significance level, parallelism between upper canine & 1st premolar, lower canine & 1st premolar, lower 1st premolar & 2nd premolar, and lower right 2nd molar & 3rd molar showed statistically significant differences. 3. When the significance between the differences of the root parallelism between above two kinds of film and $5^{\circ}$ was verified by two sided paired t-test, more or less large difference was shown between lower right 2nd molar & 3rd molar, a little larger than $5^{\circ}$ between lower canine & 1st premolar, smaller at the rest of them. 4. In $45^{\circ}$ oblique cephalogram, lower canine & 1st premolar showed convergent root arrangements each other, while in orthopantomogram they were divergent each other. All the others except them showed convergency on the upper, divergency on the lower in both films.

• Journal of Yeungnam Medical Science
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• v.25 no.2
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• pp.108-116
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• 2008

Background : When surgeons plan mandible ortho surgery for patients with skeletal class III facial asymmetry, they must be consider the exact method of surgery for correction of the facial asymmetry. Three-dimensional (3D) CT imaging is efficient in depicting specific structures in the craniofacial area. It reproduces actual measurements by minimizing errors from patient movement and allows for image magnification. Due to the rapid development of digital image technology and the expansion of treatment range, rapid progress has been made in the study of three-dimensional facial skeleton analysis. The purpose of this study was to conduct 3D CT image comparisons of mandible changes after mandibular surgery in facial asymmetry patients. Materials & methods : This study included 7 patients who underwent 3D CT before and after correction of facial asymmetry in the oral and maxillofacial surgery department of Yeungnam University Hospital between August 2002 and November 2005. Patients included 2 males and 5 females, with ages ranging from 16 years to 30 years (average 21.4 years). Frontal CT images were obtained before and after surgery, and changes in mandible angle and length were measured. Results : When we compared the measurements obtained before and after mandibular surgery in facial asymmetry patients, correction of facial asymmetry was identified on the "after" images. The mean difference between the right and left mandibular angles before mandibular surgery was $7^{\circ}$, whereas after mandibular surgery it was $1.5^{\circ}$. The right and left mandibular length ratios subtracted from 1 was 0.114 before mandibular surgery, while it was 0.036 after mandibular surgery. The differences were analyzed using the nonparametric test and the Wilcoxon signed ranks test (p<0.05). Conclusion: The system that has been developed produces an accurate three-dimensional representation of the skull, upon which individualized surgery of the skull and jaws is easily performed. The system also permits accurate measurement and monitoring of postsurgical changes to the face and jaws through reproducible and noninvasive means.

• Journal of Technologic Dentistry
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• v.27 no.1
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• pp.115-129
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• 2005

The purpose of this study was to identify injury characteristics happened in the college dental laboratory technique classes and to provide the empirical accident findings for safety education development for the college dental technology classes. The research data were collected from a self-administered survey distributed to the conveniently selected college students. The study participants were 476 freshmen, sophomore and junior students whose major was the dental laboratory technology of the 4 colleges in 2 metropolitan cities and 2 medium-size cities. All collected survey responses were encoded and analyzed in SPSS 12.0. The findings were as follows. The accidents happened to the college students during the dental laboratory technology classes: 1. The accident rate was the highest in the sophomore and the freshmen, junior in order. 2. The body parts frequently injured were hands, face, eyes, arms, and legs in order. 3. The frequent injury types were cut, burnt, stuck, wound, and suffocated in order. 4. The treatment methods for their accidents were the simple first-aids, no treatment, and the emergency room visits in order. 5. The laboratory training conditions inducing the accidents were significantly frequent under wire-related, and wax-related, iron-related, alcohol-related jobs in order, but not frequent in investing material-related, porcelain-related, resin-related, and agar-related jobs. Polishing was the most accident-prone job explaining 63% of the laboratory accidents and then, model producing, wax patterning, casting, burning, and investing jobs in order. In summary, the college dental laboratory accidents had the certain patterns by the training level and by the material or machine involved in each class. Thus, the planned and organized safety education programs should be produced and investigated for college students before their major laboratory classes.

• Journal of Technologic Dentistry
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• v.27 no.1
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• pp.131-153
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• 2005

The purpose of this study was to identify the accidents happened in the college dental laboratory technique classes and to realize the level of safety education for the dental laboratory technique major students. The research data were collected from a self-administered survey distributed to the conveniently selected college students whose majors were dental laboratory technology in Suwon, Daejeon, Daegu, Kimcheon, and Icsan. The study participants were 422 freshmen, sophomore and junior students in the selected cities. All collected survey responses were encoded and analyzed in SPSS 12.0. The findings were as follows. 1. The students who had any accidents in their laboratory classes were 36% and the other 64% answered 'no.' 2. Most injuries which the participants had were not significant. 3. The medical treatment periods of most injury cases were less than one week; however, approximately 20% of the self-reported injury cases reported that their treatment periods were longer than one week. 4. The body parts frequently injured from accidents were hands with 84.7% and arms, eyes, face, head, and legs in order. 5. Concerning the materials involved in the laboratory classes, most accidents happened when working with wax in 59.9%, with plaster in 52.3%, with wire in 39.8%, with alcohol in 34.6%, and casting iron in 22.2% in order. 6. The accident-prone laboratory methods were polishing with 53.5%, pickling or sanding with 17.4%, and casting or burning with 5.8% in order. 7. Most students wore their laboratory gowns well; however, few students wore mask before dust-involved jobs. Furthermore, only 57.1% students answered their laboratory fans worked during the polishing job. 8. Approximately 54% participant students answered that they took laboratory safety education when necessary only from the class instructors. 9. The 76.1% students responded that they needed laboratory safety education at least 1-2 times every semester. 10. The survey participants answered that the primary factors for injury prevention in their laboratory were taking safety education, wearing safety equipments, and providing safety-focused facilities. Concludingly, comprehensive evaluation and monitoring for potential risk factors from both the human side and the environment side should be continually provided to minimize the college laboratory accidents.