• Hwankyungkyoyuk
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• v.23 no.4
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• pp.1-14
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• 2010

The purpose of this study is to find the meaning of the good class, and based on this, situation of environmental education in high school is researched. Through those above processes, desirable direction of the environment class is suggested. For this study, we are trying to reflect the characteristics of environmental education on the general good classes, and from this, the meaning of good environment class is known. Moreover, for this study, we choose environment classes from four high schools leading by environment major teacher. From those four classes, we analyzed these things: educational situation of environment class, teachers' interviews. All of these are for analyzing environment class with the view of good environmental class. A well-formed environment class manifests the features of environment education in all aspects of teaching and learning process, including learning objectives, learning materials, procedures, and evaluations. Furthermore, it should be 'student-centered' class in which active interaction among the learners or between the instructor and the students is considered most important. Students are not the passive receiver, but rather, they actively participate in the learning process by reorganizing the knowledge as they experience and become independent learners who are actively involved in the problem-solving process. In this way, we can generate a great deal of students' interest and motivation, which in turn makes the class interesting, enjoyable, full of energy and still effective. If there is the class reflecting the factors of environmental education above good class' ways, it will be the good environment class. In the current situation of environment class, the rate of student's class participation and study activity was low. This tendency is not too different between four groups except students' support to teachers. This result means that learners' will to participate in their classes actively is not high. Moreover, about 46.3% of students did not understand some parts of new knowledge and about the parts, students' solution was 'does nothing' and the rate was also so high. Teachers tried to make their class with considering students' interest, and focusing their learner's real life. However, learners are all general education high school students, so teachers have aversion about making their students heavy activities.

• Korean Journal of Culture and Social Issue
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• v.24 no.1
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• pp.101-130
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• 2018

Social class has become a major focus of research in the field of Western psychology due to its critical impact on human life. The Korean scholarship in psychology, however, has paid very little attention to the issue of social class despite the deepening of social stratification in the country; and the concepts and measurement they used were typically borrowed from sociology. In this study, I discussed what social class means and how it should be measured in order to emphasize the importance of the concept and its related issues. To this end, I examined a variety of theoretical backgrounds on the measurement of social class and the concept of socioeconomic status (SES)-a term commonly used as a synonym for social class. This study divided the method of measuring social class into objective social class and subjective social class, and outlined the characteristics of each approach and their main indicators. Finally, I assessed the recent trend in the Korean psychology on social class measurement. Among the 23 studies I have found, 65.2% used the objective social class index; and education was the objective indicator they most frequently employed, followed by income and occupation. Social stratification identity was used in all seven studies that applied subjective social class. And seven different words to describe social class was found. Based on these results, I concluded that there should be a call for more direct research on social class variables. In addition, I suggest that 'social class', instead of socioeconomic status, should be used as a preferred term in the future studies and propose a few notes on how to use the objective indicators and subjective social class measurement.

• The korean journal of orthodontics
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• v.25 no.3 s.50
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• pp.299-310
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• 1995

The purpose of this study is to know about the positional change of second molar when orthodontic treatment is performed. To know about it, we andlysed cephalogram pre. and post treatment for 54 adult patients who werefinished orthodontic treatment by banding to the first molar and classify them into 4 groups Class I extraction group 15, Class I nonextraction group 12, Class II group 13, class Class III group 14. The following conclusions were obtained : 1. In the extraction group of Class I , mandibular second molar showed less extrusion and mon distal inclination than first moarl. But maxillary second molar showed more or less extrusive and mesial inclination to much the same degree of first molar. 2. Inthe non-extractio group of Class I, mandibular second molar in intrusive to first molar, it showed smilar distal inclination to first molar. But maxillary second molar is extrusive similarly to first molar. 3. In the group of Class II , mandibular second molar is less extrusive than first molar and maxillary second molar is more extrusive than first molar. 4. In the group of Class III, mandibular second molar showed similar extrusion to first molar and more distal inclination than first molar. But maxillary second molar showed less extrusion than first molar. 5. A comparision of the positional change of second molar among groups : The change of distance from FH plane to funcation point of maxillary second molar is the difference between Class I extraction group and Class II group, Class I extraction group and Class III group. The change of maxillary second molar to palatal plane and occlusal plane is the difference between Class I extraction group and Class III group. And the change of distance from mandibular plan to furcation point of mandibular second molar is difference between Class I extraction group and non-extraction group, Class I non-extraction group and Class II group, Class I non-extraction group and Class III group. But the change of angle of mandibular second molar to mandibular plane and occlusal plane is make no difference in among groups.

• Journal of Navigation and Port Research
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• v.39 no.3
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• pp.165-172
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• 2015

The class of Dynamic Positioning System is divided in 3 classes depending on its redundancy and reliability according to IMO and classification society. There are 3 DP classes such as DP Class 1, 2 and 3 according to IMO MSC/Circ. 645. Higher DP class vessel has higher reliability, since redundancy concept is applied to the DP vessel depending on its DP class and can operate more safely. There are not enough information about DP class notation, which are needed when a company builds a new or buys second hand DP vessel or modifies DP classes, even the Korean shipyard is building a lot of DP vessels now. Also, the practical case of DP vessel modification, which had been done in Korea, to meet DP notation of IMO and classification society, will be helpful for DP vessel modification and sales industry development in Korea as a new business. As such this research identified what kind of requirements need to be taken into account to be from DP class 1 to DP class 2. The real DP class modification case is used to identify the requirements of DP class upgrade. Through the FMEA the redundancy concept on power system, thruster system and DP control system need to apply for DP class upgrade. The power system have to keep its DP function even if just a single fault happens on the generator or switchboard. Also, the PMS is required to monitor and control power system. Ship's Surge, Sway and Yaw movements can be controlled by the remaining thruster system after a single thruster fails. Lastly, multiple installation of PRS, sensors and DP control system are required to keep DP ability after a single fault on the DP control systems.

• Journal of Technologic Dentistry
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• v.42 no.4
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• pp.394-401
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• 2020

Purpose: The present study is an analysis of the extents of class satisfaction of college students who had applied the design thinking technique to capstone design class. Methods: The experimental method involved an analysis of 122 cases of data where advance and post replies were performed for the subject by students who had applied the design thinking technique and students who had not. The students involved had attended the capstone design class as a junior in the Department of Dental Technology at D University. Results: In the satisfaction with performance process of the capstone design class, five questions among nine had a high positive rating, while all eight questions on the satisfaction with performance methods had a high negative rating. Among ten questions on subjective learning outcomes, six showed a high positive rating. After the application of the design thinking class method, all mean values of the group with the application were higher than the group with no application in satisfaction with performance process, satisfaction with performance method, and subjective class outcomes. Hence, the design thinking class did have positive effects on the students' improvement of class. Conclusion: Based on the results of the study, it is implied that the considerations about diverse class composition methods and operation methods capable of improving the students' satisfaction are needed for efficient operation of the capstone design class.

• The korean journal of orthodontics
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• v.16 no.1
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• pp.107-118
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• 1986

This study was designed to investigate the variation of mandibular pattern and cranial base and their association in the craniofacial malocclusion. The material was the 165 cephalometric radiographs taken from craniofacial malocclusion. The sample was devided into two groups by age child group aged from 10 to 13 years and adult group aged over 18 years, and each group was devided into 3 types of malocclusion; class I, Class II div. 1 and Class III malocclusion. Child group consist of 35 samples and adult group consist of 20 samples in each malocclusion type. Various angular and linear measurements on the cephalometric radiographs were recorded and statistically analyzed. The results of the study were as follows; 1. The cranial base angle was largest in Class II div. 1 malocclusion and smallest in Class III malocclusion 2. The anterior cranial base length was largest in Class II div. 1 malocclusion but posterior cranial base length did not show statistical difference. 3. The mandibular body length of Class III malocclusion was larger than those of Class I and Class II div. 1 malocclusion in the adult group but did not shown difference in the child group. The ramus height of Class III malocclusion was larger than those of Class I and Class II div. 1 malocclusion in the child and adult group, but there were no difference between Class I and Class II div. 1 malocclusion. 4. The mandibular position was showed low correlation with the cranial base angele.

• The korean journal of orthodontics
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• v.10 no.1
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• pp.45-53
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• 1980

This study was based on the study models of 32 subjects with normal occlusion, 40 with Class I malocclusion, 32 with Class II, Division 1 malocclusion and 38 with Class III malocclusion, aged 12 to 20 years (mean age 16.4 years). The purpose of present study was to define the difference between normal and malocclusion groups in maxillary dental arch and palate. On the basis of findings of this study, the following results were obtained. 1. The intermolar widths and the intercanine widths in Class II, Div. 1 malocclusion group were smaller than in normal occlusion group significantly. 2. The arch lengths measured in both Class I and Class II, Div.1 malocclusion groups were larger than in normal occlusion group. 3. The palates in Class I and Class II, Div. 1 malocclusion groups were longer and narrower than in normal occlusion, but the palates in Class III malocclusion group were shorter than in normal occlusion group significantly. 4. The palatal depths measured at level 1 in Class III malocclusion group were significantly higher than in normal occlusion and in Class II, Div. 1 group they were significantly higher than in normal occlusion at level 2 and 3. 5. The measurements of palatal areas at various levels showed no significant difference between malocclusion and normal occlusion groups. 6. The palatal indies 1 (palatal length / palatal width) measured in both Class I and Class II, Div. 1 malocclusion groups were significantly greater than in normal occlusion and the palatal indice 2 (palatal depth at level 1/palatal width) measured in all malocclusion groups are greater than in normal occlusion. 7. It was determined from findings of this study that the measurements of maxillary dental arch and palate were influenced to a considerable extent by the molar relationship.

• The korean journal of orthodontics
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• v.14 no.2
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• pp.233-239
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• 1984

The author studied on the tongue position, tongue space and intermaxillary space at 4 groups; normal occlusion 30 cases, Angle's Class I bimaxillary protrusion 29 cases, Angle's Class II malocclusion 26 cases, Angle's Class III malocclusion 26 cases. This study used the data from cephalometric films of female subject aged from 16 to 23 years. Following results were obtained; 1. Dorsal height in Angle's Class III malocclusion was greater than normal occlusion. 2. Anterior Intermaxillary Height in Angle's Class I bimaxillary protrusion and Angle's Class III malocclusion was greater than normal occlusion. 3. Tongue space in Angle's Class I bimaxillary protrusion was greater than normal occlusion. 4. The ratio of the tongue space to the intermaxillary space (T.S./I.S.) in Angle's Class II malocclusion was greater and the ratio in Angle's Class III malocclusion is lesser than normal occlusion.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.427-440
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• 2010

The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

• Imaging Science in Dentistry
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• v.46 no.2
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• pp.117-125
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• 2016

Purpose: This study evaluated and compared interradicular distances and cortical bone thickness in Thai patients with Class I and Class II skeletal patterns, using cone-beam computed tomography (CBCT). Materials and Methods: Pretreatment CBCT images of 24 Thai orthodontic patients with Class I and Class II skeletal patterns were included in the study. Three measurements were chosen for investigation: the mesiodistal distance between the roots, the width of the buccolingual alveolar process, and buccal cortical bone thickness. All distances were recorded at five different levels from the cementoenamel junction (CEJ). Descriptive statistical analysis and t-tests were performed, with the significance level for all tests set at p<0.05. Results: Patients with a Class II skeletal pattern showed significantly greater maxillary mesiodistal distances (between the first and second premolars) and widths of the buccolingual alveolar process (between the first and second molars) than Class I skeletal pattern patients at 10 mm above the CEJ. The maxillary buccal cortical bone thicknesses between the second premolar and first molar at 8 mm above the CEJ in Class II patients were likewise significantly greater than in Class I patients. Patients with a Class I skeletal pattern showed significantly wider mandibular buccolingual alveolar processes than did Class II patients (between the first and second molars) at 4, 6, and 8 mm below the CEJ. Conclusion: In both the maxilla and mandible, the mesiodistal distances, the width of the buccolingual alveolar process, and buccal cortical bone thickness tended to increase from the CEJ to the apex in both Class I and Class II skeletal patterns.