• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.407-423
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• 2006

The reason why creativity becomes the important subject in 21th century is that it does an important role which solves many problems surrounding our whole life in this internationalization, globalization, knowledge-information age. But scholars who formerly researched the creativity-field explain the necessity of creativity with the internal and fundamental reasons. That is, scholars say that creative activities produce originative products and originality itself. And it is the root of which will be able to discover meaning of life and it -creativity - is successive activities that is demanded when individual life want to obtain important value by expressing one's inner world to the outside using creative resource. Recently, with the trends of present age and the educational needs, research about creativity is actively carried out and it draws out the results that creativity can be developed and enhanced through education and training. So, now many researches have focused on how to develop the creativity. Investigating those researches, we found that the recent issues of researches on creativity were changing and now they focused on creative instruction methods and behavioral factors. Especially, they were selected as the subject related to the creative education - creative instructional method and program, atmosphere in classroom, and factors of teacher. It means that the past researches which were a little bit conceptive have been changing to material ones which will be able to enhance creativity and its effect. So, in this research, we have developed the program for CPS(Creativity Problem Solving) and verified its effect.

• Journal of the Institute of Convergence Signal Processing
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• v.8 no.4
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• pp.227-236
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• 2007

Ubiquitous systems have grown explosively over the few years. Nowadays users' needs for high qualify service lead a various type of user terminals. One of various type of user interface, various types of effective human computer interface methods have been developed. In many researches, researchers have focused on using brain-wave interface, that is to say, BCI. Nowadays, researches which are related to BCI are under way to find out effective methods. But, most researches which are related to BCI are not centralized and not systematic. These problems brought about ineffective results of researches. In most researches related in HCI, that is to say - pattern recognition, the most important foundation of the research is to build correct and sufficient DB. But there is no effective and reliable standard research conditions when researchers are gathering brain-wave in BCI. Subjects as well as researchers do not know effective methods for gathering DB. Researchers do not know how to instruct subjects and subjects also do not know how to follow researchers' instruction. To solve these kinds of problems, we propose effective brain-wave DB building system using the five senses stimulation. Researcher instructs the subject to use the five senses. Subjects imagine the instructed senses. It is also possible for researchers to distinguish whether brain-wave is right or not. In real time, researches verify gathered brain-wane data using spectrogram. To verify effectiveness of our proposed system, we analyze the spectrogram of gathered brain-wave DB and pattern. On the basis of spectrogram and pattern analysis, we propose an effective brain-wave DB building method using the five senses stimulation.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.369-388
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• 2010

A Discourse Analysis tool has been developed and has been applied in the cooperative group inquiry activities in order to derive the characteristics of elementary gifted students in science. We recorded and videotaped the whole group problem-solving processes where 4 elementary students worked together to solve given problems as a group for one year in a gifted education center attached to a university in Seoul. We analyzed recorded discourses using systemic functional linguistics with a focus on the structure of information and topic. The discourse analysis tool was developed with the cooperation of science education and gifted education experts. In discourse analysis, we focused on meaning development processes rather than grammatical analysis. Through application of newly developed discourse analysis tool, we confirmed that the tool is useful in understanding the characteristics of science-gifted elementary students. We also founded that the interaction between students has significant effects on problem-solving processes by comparing two students who showed contradictory features in the share of dialogue. In addition, the result suggested that we need to provide students with proper training for ways to communicate with others for effective science-gifted instruction.

• Korean Journal of Construction Engineering and Management
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• v.14 no.4
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• pp.108-117
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• 2013

The domestic CM business market has continued to grow, but its size is relatively small yet in comparison with the total size of the domestic construction industry. Evaluation of CM projects was conducted through questionnaire surveys. Both clients and CM firms showed positive satisfaction levels. Nevertheless, the clients' satisfaction levels were relatively low in safety management, cost management, and document and information management. Superior areas of CM tasks were time management and recovery scheduling, quality control and technical instruction, and design value engineering. On the other hand, inferior areas of CM tasks were claim analysis and dispute resolution, cost estimation, and life cycle costing. Both entities have agreed with the positive effects of CM involvement in terms of cost saving, time reduction, quality improvement, and safety incidents prevention to at least 0~5% extent.

• Journal of Oral Medicine and Pain
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• v.38 no.2
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• pp.109-114
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• 2013

Chemical burn on the oral mucosa is caused by contact with various chemical products and manifests with localized mucositis, keratotic white lesions, bleeding, and painful tissue surface due to the coagulation of the tissue. Policresulen ($Albothyl^{(R)}$) is a topical antiseptic, commonly used over-the-counter drug for vaginitis, thrush and stomatitis. This drug is highly acidic with pH 0.6, and can act as a strong corrosive agent to oral mucosa. When inadvertently used in oral cavity, it may cause chemical burns of oral mucosa, resulting necrosis and bleeding surface resembling to erythema multifome. A 56 years old female patient presented with the chief complaints of painful ulcerations on the tongue, the upper and lower lips. On intraoral examination, an erythromatous, erosive or ulcerative surface covered with inflammatory exudates or bleeding crust is observed on the anterior half of the tongue and the upper and lower lips. She has occasionally applied the policresulen solution topically on the tongue to relieve pain from recurrent focal glossitis for about 10 years. In this time she applied it broadly and repeatedly to the tongue, the upper and lower lips for the purpose of pain relief by herself without instruction by physician or dentist. After cessation of policresulen application, the oral mucosa was rapidly recovered with use of topical steroids. In 2 weeks the lesions subsided completely. In summary, inadvertent use of $Albothyl^{(R)}$ on oral mucosa may result in chemical burn, causing mucosal erosion, ulceration and inflammation. It can be recovered by topical use of corticosteroid for 2 weeks after cessation of using $Albothyl^{(R)}$.

• Journal of Oral Medicine and Pain
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• v.38 no.1
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• pp.69-76
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• 2013

Aim : The purpose of this study was to investigate the hypothesis that treatment with self-checking behavior management program was valuable in the management of temporomandibular disorders compared with a existing method treatment group. Methods : All participants who are diagnosed with temporomandibular disorders were treated with medication and physical therapy. They came into the clinic at intervals of two weeks, three times. The signs and symptoms were assessed investigating Pain NRS(Numerical Rating Scale), MCO(Maximum comfortable opening), Noise NRS, LOM(Limitation of Mouth opening) NRS at every visit. Experimental group received instructions repeatedly by using self evaluation questionnaire. Control group was educated once at the beginning of treatment. The difference Pain NRS, MCO, Noise NRS, LOM NRS between first and second visits, first and third visits were estimated.. Result :Experimental group showed greater improvement on MCO difference after stopping medication(p=0.001). This improvements were prominent in the male(p=0.001) and the first or second decade of the patients(p=0.004). Conclusion : The present study showed that there was better result when educating repeatedly with using self evaluation questionnaire than educating once at the beginning of the treatment.

• The Journal of Korean Academy of Prosthodontics
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• v.44 no.3
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• pp.284-294
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• 2006

Statement of problem. Proliferation of Candida albicans is primarily within the plaque on the fitting surface of the denture rather than on the inflamed mucosa. Consequently, the treatment of the denture is equally important as treatment of the tissue. Cleansing and disinfection should be efficiently carried-out as the organisms can penetrate into the voids of the acrylic resin and grow in them, from which they can continue to infect and reinfect bearing tissues. Purpose. The purpose of this study was to evaluate the applicability of photocatalytic reaction to eliminate Candida albicans from acrylic resin denture base, and to investigate the anti-fungal effect with various UVA illumination time. Materials and Methods. The specimens were cured by the conventional method following the manufacturer's instruction using thermal polymerized denture base resin (Vertex RS: Dentimex, Netherlands). $TiO_2$ photocatalyst sol(LT), which is able to be coated at normal temperature, was made from the Ti-alkoxide progenitor. The XRD patterns, TEM images and nitrogen absorption ability of the $TiO_2$ photocatalyst sol(LT) were compared with the commercial $TiO_2$ photocatalyst P-25. The experimental specimens were coated with the mixture of the $TiO_2$ photocatalyst sol(LT) and binder material (silane) using dip-coater, and uncoated resin plates were used as the control group. Crystallinity of $TiO_2$ of the specimen was tested by the XRD. Size, shape and chemical compositions were also analyzed using the FE-SEM/ EDS. The angle and methylene blue degradation efsciency were measured for evaluating the photocatalytic activity of the $TiO_2$ film. Finally, the antifungal activity of the specimen was tested. Candida albicans KCTC 7629(1 ml, initial concentration $10^5$ cells/ ml) were applied to the experiment and control group specimens and subsequently two UVA light source with 10W, 353 nm peak emission were illuminated to the specimens from 15cm above. The extracted $2{\mu}l$ of sample was plated on nutrient agar plate ($Bacto^{TM}$ Brain Heart Infusion; BD, USA) with 10 minute intervals for 120 minute, respectively. It was incubated for 24 hours at $37^{\circ}C$ and the colony forming units (CFUs) were then counted. Results. Compared the characteristics of LT photocatalyst with commercial P-25 photocatalyst, LT were shown higher activity than P-25. The LT coated experimental specimen surface had anatase crystal form, less than 20 nm of particle size and wide specific surface area. To evaluate the photocatalytic activity of specimens, methylene blue degradation reaction were used and about 5% of degradation rate were measured after 2 hours. The average contact angle was less than $20^{\circ}$ indicating that the LT photocatalyst had hydrophilicity. In the antifungal activity test for Candida albicans, 0% survival rate were measured within 30 minute after irradiation of UVA light. Conclusion. From the results reported above, it is concluded that the UVA-LT photocatalytic reaction have an antifungal effect on the denture surface Candida albicans, and so that could be applicable to the clinical use as a cleaning method.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.209-216
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• 2015

In science classrooms, using science terminology is a very important aspect of communications between science teachers and students, as well as in the science learning of students. This study was conducted to investigate the usage of the science terminology in the lectures of science teachers, and identify the problem in the aspect of both communication and teaching. To do this, we have recorded 13 hours of class teaching 'Motion' part in unit of 'Force and Motion' from three science teachers, and extracted science terminologies from the science teachers' lectures by using an analysis program. We performed qualitative analysis, such as kind of science terminology used, and linkage between curriculum and textbook, and quantitative analysis, such as number of science terminology, and frequency of use. With respect to communication, there appears some problems in its proportion in the teacher's lecture in class. It is deemed that science terminology in teachers' lectures were too many, that the frequency of usage of important conceptual terminology was low, and that teachers use higher level terminologies to explain key concepts. And in respect to science learning, there were problems where terminologies including important concepts were used separately by the teachers and textbooks, terminologies of higher level concept were used, and there might be differences between teachers in majority of teachers.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.895-905
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• 2015

Citizens should be sensitive to the complex and controversial SSIs (Socioscientific Issues), be able to make a responsible decision with evidence and empathy, and furthermore take political action for the larger welfare. The premise of this research is that understanding the nature of science (NOS) takes an important role when students and adults participate in the discourse on SSIs because SSI reasoning requires individuals to examine information and counter-information with skepticism. We therefore designed SSI programs that were incorporated with NOS by adapting a contextualized-reflective approach. The leading research question was to what extent SSI contexts contributed to promoting students' understanding of NOS. A total of 71 11th grade students participated in this program. The school was located in an urban city near the capital city of Seoul, South Korea. We designed SSI programs to cover the issues of genetically modified organisms, climate change, and nuclear energy. Each issue required four to six class periods to complete. We conducted pre- and post-program tests using the revised VNOS-C, recorded group discussions or debates and collected student worksheets to observe the increase of student NOS understanding. As a result of this program, students showed moderate improvement in their understanding of NOS.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1329-1342
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• 2013

The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argument-based inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.