• Korean Journal of Human Ecology
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• v.15 no.6
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• pp.985-997
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• 2006

In this study, we grasped the life time structure according to working woman's income using '2004 life time research' of Korea National Statistical Office. Concrete results are shown as follows. First, inspecting the difference of individual characteristic according to income, young women who have higher education level and larger house area had acquired more income. Second, in case of the difference of life time according to income, there was no difference of individual support time, while there was statistically significant difference of working hours, household affairs, leisure time and moving hours. Third, inspecting the individual time of working, household affairs, bringing up and leisure according to income, there was statistically significant difference by age, education level, sense of time oppression, and fatigue cognition. This individual difference was revealed more strongly in medium to low-ranked group.

• Journal of Radiation Protection and Research
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• v.36 no.4
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• pp.183-189
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• 2011

To quantitatively evaluate how setup errors in conjunction with dose gradients contribute to the error in IMRT dose quality assurance (DQA) measurements. The control group consisted of 5 DQA plans of which all individual field dose differences were less than ${\pm}5%$. On the contrary, the examination group was composed of 16 DQA plans where any individual field dose difference was larger than ${\pm}10%$ even though their total dose differences were less than ${\pm}5%$. The difference in 3D dose gradients between the two groups was estimated in a cube of $6{\times}6{\times}6\;mm^3$ centered at the verification point. Under the assumption that setup errors existed during the DQA measurements of the examination group, a three dimensional offset point inside the cube was sought out, where the individual field dose difference was minimized. The average dose gradients of the control group along the x, y, and z axes were 0.21, 0.20, and 0.15 $cGy{\cdot}mm^{-1}$, respectively, while those of the examination group were 0.64, 0.48, and 0.28 $cGy{\cdot}mm^{-1}$, respectively. All 16 plans of the examination group had their own 3D offset points in the cube. The individual field dose differences recalculated at the offset points were mostly diminished and thus the average values of total and individual field dose differences were reduced from 3.1% to 2.2% and 15.4% to 2.2%, respectively. The offset distribution turned out to be random in the 3D coordinate. This study provided the quantitative data that support the large individual field dose difference mainly stems from possible geometric errors (e.g., random setup errors) under the influence of steep dose gradients of IMRT field.

• The Mathematical Education
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• v.47 no.2
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• pp.113-133
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• 2008

This study is to develop the methods of specifying teaching that can consider individual differences in middle school geometry education. The purpose of this study is to decide the variations causing individual differences and to find the proper learning methods considering the variations. Through literature review, this study made it clear that the matter of individual difference is just the matter of talent and examined what factors make up mathematical talents. On the basis of the result, five important variations and fourteen subordinate factors were determined. I researched into the learning methods that consider the determined subordinate factors using the 'congruence' unit of middle school textbooks and developed specific learning methods for each of the subordinate factors through specific congruence problem solving situations. This study can be summarized as follows : I researched the studies of mathematical ability conducted by several educators and psychologists. This research is divided into the early study and the developed study of mathematical ability. Through this study five specific variations were determined. And fourteen subordinate factors have been made from the determined variations. The specific learning methods based on individual differences was developed according to the fourteen subordinate factors on the basis of middle school textbooks of Korea, Gusev's textbook, problem books of Russia, and etc.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.51-57
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• 1996

The purpose of this study were to examine the difference of the effect of CAI and students’attitude to Home Economics Class through CAI. 120 girl students of the first year were chosen at B middle school in Daegu. Among them each 30 students were classified into 4 groups； High Intelligence group/Individual learning pattern, High Intelligence group/Small group learning pattern, Low Intelligence group/Individual learning pattern, Low Intelligence group/Small group learning pattern. The task of learning was “management of washing”Unit of the second grade. The data were processed with Cronbach’s ${\alpha}$, t-test, ANOVA by SPSS/PC(sup)+. The research findings are as follows： 1. In the verification of CAI Learning effect according to student group pattern, there is no difference between Individual learning pattern and Small group learning pattern in Achivement and Retention of learning. 2. In the verification of CAI Learning effect according to student intelligence level, there is no difference between High Intelligence group and Low Intelligence group in Achivement and Retention of learning. 3. The result of students’attitude to Home Economics Class verificated is an follows. (1) Individual learning pattern is more attensive than Small group learning pattern, but there is no difference in Intelligence level. (2) Low Intelligence group is more positive than High Intelligence group, and Small group learning pattern is more positive than Individual learning pattern in a view of Home Economics Class after using CAI.

• The Journal of Korean Academy of Prosthodontics
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• v.37 no.5
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• pp.567-580
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• 1999

Accurate reproduction of intraoral tissue is essential in the fabrication of fixed prosthesis. This selection of impression material and method is very important. In this study, vinyl polysiloxane type impression material $Panasil^{(R)}$ was used. Three impression methods ; one-step technique, individual tray technique, and individual tooth tray technique using the vinyl polysiloxane type bite registration material $Futar^{(R)}$ Occlusion, were used to take horizontal and vertical impression. Improved stone models were fabricated. The amount of occlusal surface discrepaneies, interabutment distance discrepancies, amount of marginal defect were evaluated with the $X-PLAN360d^{(R)}$ and photoscanning. The results were as follows. 1. There was no significant difference in occlusal surface according to the directions and techniques of impression taking. 2. There was no significant difference in interabutment distance discrepancies according to the directions and techniques of impression taking 3. There was no significant difference in marginal discrepancies according to the direction of impression taking but there was significant difference between one-step technique and individual tray technique, individual tooth tray technique (P<0.05). Taken together, these results suggest that individual tray technique and individual tooth tray technique are more accurate for impression taking than one-step technique.

• Journal of the Ergonomics Society of Korea
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• v.32 no.6
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• pp.503-509
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• 2013

Objective: The purpose of this study is to analyze the individual finger force between dominant hand and non-dominant hand and to investigate an effect of the individual finger on the total grip strength depending on dominant hand and non-dominant hand. Background: Many studies on the ratio of the grip force between dominant hand and non-dominant hand has been researched. While a 10% rule which is a ratio of the grip force between dominant hand and non-dominant hand has been applied in most studies, studies on the rate of the individual finger force between dominant hand and non-dominant hand have been insufficiently researched. Method: The experiment was preceded with 17 subjects (male, mean 25.8 ages). The individual finger force and total grip strength were measured using pliers being able to change the grip span from 45 to 80mm. Results: The difference of total grip strength between dominant hand and non-dominant hand is following 10% rule. However, the difference of individual finger force between dominant hand and non-dominant hand are not same as the difference of total grip strength. Especially in the case of grip span with 50mm, the differences between total grip strength, index finger, middle finger, ring finger, and little finger were $9.87{\pm}14.80%$, $8.95{\pm}37.17%$, $13.71{\pm}28.27%$, $6.77{\pm}24.35%$, $39.29{\pm}42.46%$, respectively, with p=0.018 of statistical significance. Additionally, the results of regression analysis in 50 and 60mm of grip span showed that the difference in ring finger affected the most to the total grip strength; and the effects followed in order of index finger, middle finger, and little finger. Conclusion: Our study suggests that an effect of individual finger and grip span of pliers have to be considered when explaining the difference of the total grip strength between dominant hand and non-dominant hand. Application: This result is expected to be used for designing ergonomic hand tool.

• The Journal of Korean Academy of Prosthodontics
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• v.42 no.1
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• pp.11-20
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• 2004

Problem : The several studies were reported to the effects of individual tooth tray with the parallel tooth, but not reported to the effect of individual tooth tray with severe undercut in impression making. Purpose : The purpose of this study is to examine the effect of individual tooth tray; 1) the accuracy of impression in terms of distance. 2) reproducibility of pocket. Material and methods : In this study, a metal model with 3 teeth including tooth prepared 30-degree undercut and gingival crevice of the depth 5mm, width 0.4mm was cast. Impressions of the metal model were taken in 5 times used 4 kinds of impression materials with individual tooth tray and another impression taking were made with conventional method without individual tooth, used same materials, procedure. The stone models were made. Distances between abutments were measured with a Micromeasurescoup-mm. Result : The following results were obtained ; 1. In the comparisonof inter-abutment distance between parallel tooth without individual tooth tray, 4elastomeric materials have not significant difference to the metal model(p>0.05). 2. In the comparisonof inter-abutment distance with undercut tooth without individual tooth tray, 4elastomeric materials have a significant difference to the metal model(p<0.05), especially polyether's dimensional change is large. 3. If individual tooth tray was used to take impression in abutment teeth with severe undercut, more stable results was achieved easily than conventional method. (p>0.05). 4. It is not true that the pressure of impression material with individual tooth tray increased to gingival sulcus. Conclusion : By the results, I knew the fact that individual tooth tray was useful impression method on the teeth with severe undercut for the dimensional stability. Also, I could not confirm the fact that individual tooth tray would increase the penetrating pressure into cervice.

• Journal of the Korean Society of Clothing and Textiles
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• v.23 no.7
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• pp.941-952
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• 1999

The purposes of this study were to provide the fundamental data on elementary school girls' somatotype for their clothing construction by contemplating the stage of physical growth dividing into the period of school age and characterizing the variation of body type according to the school age. The results are as follows : 1. Form the results of one-way variables analysis and multiple comparson test(Duncan's test) classification of the period school age can be divided into 'early grade(1 2 grade)' ' middle grade(3 4 grade)' and 'later grade(5 6 grade)' 2. As the results of analyzing Mean Coefficient of Variation and Standard Deviation graph for direct and indirect measurments and index especially of the Coefficient Variation that explain individual difference of growth the items of height indicates individual difference related with height of lower body of early grade group the items of length individual difference related with length of upper body of later grade group and the items of circumference make little difference. The items of anagle makes pretty higher value that direct measurements and especially in lower angle of chest make a distinctive difference, This fact proves that children's somatotype change from the belly part extruded forwards of early and middle grade to the upper body part slanted slightly forward of later grade.

• Journal of the Korean Society for Precision Engineering
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• v.17 no.2
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• pp.227-234
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• 2000

The human sensibility caused by the motion of an object grasped by a human operator is defined as kinesthetic sense of arm. Due to nonlinearity and ambiguity of human sense, there is no absolute standard for quantification of kinesthetic sense. In this research, a so-called 2-dimensional arm motion generator is developed to present various mechanical impedance (i.e., stiffness or damping) characteristics to a human arm. The kinesthetic words representing arm kinesthetic sense are selected and then the subject's satisfaction levels on these words for given impedance values are measured and processed by the SD method and factor analysis. In addition, the quantification method using neural network is proposed to take into account the individual difference between the mean sensibility and each subject's sensibility. Through this proposed algorithm, the sensibility of human motion described qualitatively can be converted into engineering data ensuring objectivity, reproducibility, and universality.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.37-48
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• 2004

In this article we study on a mathematics(geometry) textbook which is written for the purpose of considering student's individual difference by famous russian author V. A. Gusev. We analyze text and exercise of the experimental textbook, form and extract some didactical ideas that help us to design individualized mathematics classroom activities with students.