• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.9
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• pp.563-571
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• 2018

The purpose of this study is to explore the direction of multicultural mentoring class activities in order to promote the professional growth and critical reflection of student mentors who are undergraduate students from a variety of major. For this purpose, the contents and phenomena of the multicultural mentoring of the mentor - mentee were reported as activity texts, and then seven directions of textuality were applied to explore the direction of multicultural mentoring class activities. As a result, coherence refers to the relationship between the mentor and the mentee for continuing the activities of multicultural mentoring, and cohesiveness refers to the relationship between the mentor and the mentee. It was called the achievement of identity. Intention means that the mentor has an intention or goal for the class before the mentoring activity, and tolerance means that the text produced by the mentor in the multicultural mentoring process is accepted by the mentee. Intentional means that the mentor has intention or goal for the class before the mentoring class activity, and tolerance means having the text as the class activity text when the mentor's text is accepted by the multicultural mentoring class activity process. In the case of informativeness, the information produced by the mentor is less informative when the mentee is predictable and less informative when the predictor is low. In the case of contextuality, contextuality of class activities can be changed according to the physical text situation and the mentee situation in class activity. In case of multicultural mentoring class activity, except for case where mentor creates new class activity text, it is related to the production of class activity texts through mentor learning experiences, peer friends' advice, and education.

• The Journal of Advanced Prosthodontics
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• v.1 no.3
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• pp.124-128
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• 2009

STATEMENT OF PROBLEM. How the ISQ values measured by $Osstell^{TM}$ and $Osstell^{TM}$ Mentor are related, and whether the ISQ values acquired from the two machines changes in accordance with changes in implant stability are not yet fully understood. PURPOSE. The aim of this study was to find out correlation between the ISQ values acquired from $Osstell^{TM}$ and $Osstell^{TM}$ Mentor, and to evaluate the clinical effectiveness and accuracy of two devices. MATERIAL AND METHODS. Sixty two implants were inserted into 47 patients, and their ISQ values were measured using $Osstell^{TM}$ and $Osstell^{TM}$ Mentor. In the first stage surgery, the ISQ values of forty four implants inserted into thirty five patients were measured. In the second stage surgery, the values of fifty implants inserted into thirty seven patients were measured. The values were analyzed to determine the difference between the mean ISQ values of $Osstell^{TM}$ and $Osstell^{TM}$ Mentor. In addition, the correlation between implants used in the first and second stage of surgery with regard to their types and areas of insertion were analyzed. The difference between the ISQ values of 32 implants in each patient during the first and second stage was analyzed. The statistical assessment was carried out using SPSS V. 12.0 for Win. (SPSS Inc., Chicago, USA). The Pearson correlation coefficient was used to examine the correlation between $Osstell^{TM}$ and $Osstell^{TM}$ Mentor in the first and second stages of surgery, whereas the difference between their ISQ values was evaluated using a paired t-test. RESULTS. In the first stage, the mean ISQ value for $Osstell^{TM}$ and $Osstell^{TM}$ Mentor was 70.84 and 75.09, respectively, showing a significant difference (P < .01). In the second stage, the mean ISQ value of $Osstell^{TM}$ and $Osstell^{TM}$ Mentor was 71.76 and 75.94, respectively, also showing a significant difference (P < .01). The difference between the ISQ values in patients in the first and the second stages was significant with both instruments. CONCLUSION. The significant difference in the values obtained using the $Osstell^{TM}$ and $Osstell^{TM}$ Mentor between the first and second stages of implant surgery indicates that these values can be a convenient and precise way for evaluating the implant stability in clinical practice.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.115-128
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• 2019

The purpose of this study is to analyze the relationship between mentor teachers' mentoring characteristics and mentee teachers' reflective practices and to investigate mentor teachers' mentoring methods to enhance mentee teachers' reflective practices based on the analysis. The participants were four beginning science teachers and four mentors who have more than seven years of teaching experience. This study compiled mentor and mentee teachers' journals, records and transcripts from mentee teachers' five periods of classes, lesson plans, evaluation forms of lessons, one-on-one mentoring records and transcripts, questionnaires conducted before, during, and after the mentoring program, and a questionnaire about the effects of one-on-one mentoring. The mentoring characteristics of mentor teachers were analyzed based on mentor's interaction methods and the contents and frequency of the support based on teaching feedback. Mentee teachers' reflective thinking was analyzed by being categorized as voluntary self-reflections of their classes and reflections on the support provided by mentor teachers. Mentee teachers' reflective practices were analyzed by utilizing RTOP. The conclusions of this study are as follows: Mentor teachers could promote mentee teachers' reflective practices by eliciting conversation that helped mentees perceive problems in their teaching practices. Mentors' questions evoking mentees' reflective thinking could elicit mentees' spontaneous self-reflection, and it led to the enhancement of self-reflection on mentors' support and reflective practices. When mentors offered the support based on teaching practices while playing a role as a facilitator to help mentees identify and solve problems by themselves, mentees' reflective practices could be promoted.

• Journal of Advanced Navigation Technology
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• v.19 no.1
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• pp.53-59
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• 2015

We consider the problems that consist of designing time, establishment cost, delay time and reliability in designing a mesh network when given link costs and traffic requirements between nodes. Designing time, establishment cost and delay time are less, reliability is higher in designing a mesh network. One of the problems designing time is solved by mesh network topology optimization and routing (MENTOR) algorithm that Aaron Kershenbaum propose, but the others remain. In this paper we propose a new mesh network design algorithm with small computational complexity that the others are solved. The result of the proposed algorithm is better than MENTOR's in total establishment cost, delay time and reliability.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.635-641
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• 2005

This paper suggests a research & education (R&E) model for the gifted in science education. The model has been developed under three assumptions. The first is that using the sequences of a gifted educational program designed to facilitate the process will assist in gifted students' construction of scientific knowledge and comprehension of laboratory practice through concrete experimental experience. The second is that gifted students will be able to apply this learning to further study using and extending scientific knowledge and experience. The third is that challenging tasks and feedback at the requisite stage of development will improve instructional effectiveness. The R&E Model has five phases: engaging, exploring, planning, performing and elaborating; furthermore, it suggests roles for the mentee and mentor. The R&E model has two functions for gifted education. The first is providing guidance for gifted curriculum developers as they design a mentor program, and the second is helping a mentor improve instructional effectiveness through use of strategies. This model has potentials to educate the gifted students in the Science Education Institute for the Gifted.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.163-177
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• 2006

A new teaching-learning method is needed to improve creative problem-solving ability of the gifted students at mathematics. In response to this demand, I applied mentor-project studying to the mathematically gifted class students of Chungnam Science High School. The purpose of this monograph is to analyze in what situations they demonstrated mathematical creativity and whether the interactions among the gifted in the process of studying were of great help toward improving creativity. The effectiveness of mentor-project studying was especially verified by the analysis of creative problem-solving test results.

• Journal of the Korean Home Economics Association
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• v.50 no.6
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• pp.77-87
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• 2012

The purpose of this study is to investigate the influence of the mentoring function and mentor trust on the intention to reparticipate in the mentoring program, focusing on university students in fashion related departments. To achieve the purpose, research was conducted through a survey questionnaire. The questionnaire data from 223 university students in fashion related departments who experienced mentoring programs were analyzed. SPSS 18.0 and AMOS 7.0 statistical packages were used to investigate a structural model and test research hypotheses. The results derived from the analysis of the questionnaire survey were summarized as follows. First, the result showed that the mentoring function was composed of three factors: a sensitivity developmental function, psychosocial function, and fashion career developmental function. Second, the sensitivity developmental function, psychosocial function, and fashion career developmental function positively affected mentor trust. Third, the sensitivity developmental function positively affected the intention to reparticipate in the mentoring program, while the psychosocial function and fashion career developmental function did not influence the intention to reparticipate in the mentoring program. Fourth, mentor trust positively influenced the intention to reparticipate in the mentoring program. The results of the current study would be useful for the professor and university administrator who would like to establish a mentoring program in a fashion related department, by exploring the relation of mentoring function, mentor trust and the intention to reparticipate in the mentoring program.

• Therapeutic Science for Rehabilitation
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• v.4 no.2
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• pp.84-91
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• 2015

The purpose of this study was introduce peer mentoring which is well used in various rehabilitation areas in overseas country to Korea academically and clinically and help psychological and physical recovery for stroke survivor. It was two group experimental design study, this protocol is designed for stroke survivor, 3-6 months after the onset. Peermentors were consisted of outpatients who is stroke survivor in different recovery levels, at least 2 year after the onset. Peermentors received education about how to support and mentor participants of the program emotionally, appraisally, and informationally and how to run the program. Geriatric Depression Scale Short Form-Korea Version(GDSSF-K) is used to measure psychological factor, Stroke Impact Scale(SIS) is used to measure recovery level of patient, and for physical factor Upper Extremity Function Test for the Elderly(TEMPA) was used. A researcher who is interested in the peer mentor program needs to find more effective applying method based on be offered method in this study for helping recovery after stroke.

• Journal of the Korean Society of Clothing and Textiles
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• v.36 no.10
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• pp.1074-1086
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• 2012

This study examines the influence of mentoring function on major adaptation of university students in a fashion related department and identifies the moderating role of self-efficacy and mentor competence on the effectiveness of a fashion mentoring function. Questionnaire data were gathered from 266 university students in a fashion related department with previous experience in a mentoring program. The results showed that the psychosocial function, sensitivity developmental function, and the fashion career developmental function had a positive impact on the department adaptation (adaptation for professor and adaptation for learning). In addition, there were moderating effects of self-efficacy on the influence of the fashion career developmental function on professor adaptation and the moderating effects of mentor competence on the influence of the sensitivity developmental function on professor adaptation. The results of this study provide various guidelines for professors or administrators of fashion related departments who are interested in mentoring systems.

• The Journal of the Korea Contents Association
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• v.6 no.3
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• pp.116-124
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• 2006

Mentoring is defined as a sustained relationship between a mentor and a mentee. Through continued involvement, the mentor offers support, guidance, and assistance as the mentee faces new challenges, or works to correct earlier problems. A mentoring for cooperative learning has many merits including higher order thinking, collaborative competencies, socialization and development. In this paper, a U(Ubiquitous)-CoMM(Community of mentor & mentee) system was supposed to design an instructional learning strategy using cyber community of mentor & mentee in a ubiquitous environment. The proposed system provides participants with campus mentoring program in which they share their experience and expertise. By experimental result showed that the proposed system is effect in education about cooperative learning than existing system.