• The korean journal of orthodontics
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• v.21 no.2 s.34
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• pp.325-340
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• 1991

There are evidences that occlusal splint therapy is critical to diagnose hidden akeleto-occlusal disharmonies in malocclusion patients and capable of enhancing stability after orthodontic treatment. In addition, evidences have implicated occlusal splint therapy in condylar positional changes during TMJ disorder treatment. In view of these evidences, this study was performed to investigate the effect of occlusal splint therapy on condylar positional changes in malocclusion patients and the possible clinical application of the occlusal splint as an additional orthodontic tool. For this study, 8 Angle's Class I malocclusion patients, who had centric occlusion-centric relation discrepancy within 1.0 mm and had no clinical symptoms of TMJ disorder, were selected as control group. And 22 malocclusion patients who had centric occlusion-centric relation discrepancy over 1.0 mm were selected and subdivided as Class I Malocclusion group, Class II div. 1 malocclusion group, Class II div. 2 malocclusion group, Open bite group, and Mandibular asymmetry group. For each subject the occlusal splint with mutually protected type of occlusal scheme was applied for 3 months. Condylar positions in centric relation and centric occlusion were measured using Panadent articulators and Panadent condylar position indicator (CPI) before and after occlusal splint therapy. On the basis of this study, the following conclusions might be drawn: 1, In control group, Class II div. 2 malocclusion group, and mandibular assymetry group, there were no significant differences in condylar positions before and after occlusal splint therapy. 2. In Class I malocclusion group, condyles were moved $0.27{\pm}0.45mm$ forward (p < 0.05) and $0.98{\pm}0.25mm$ upward (p < 0.01) after occlusal splint therapy. 3. In Class I malocclusion group, condyles were moved $0.24{\pm}0.21mm$ backward (p < 0.05) and $1.01{\pm}0.33mm$ upward (p < 0.01) after occlusal splint therapy. 4. In open bite group, condyles were moved $1.24{\pm}0.30mm$ upward (p < 0.01) after occlusal splint therapy. 5. In both control and experimental groups, there were no significant differences in lateral condylar positions before and after occlusal splint therapy.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.54-63
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• 2019

The purpose of this study was to investigate the effect of small group discussion and debate emphasizing maker class on elementary school students's science learning motivation and scientific attitude. The conclusion of the study is as follows. First, it was shown that the small group discussion and debate emphasizing maker class had a statistically significant effect on elementary school students's science learning motivation. This is due to the fact that the small group discussion and debate emphasizing maker class stimulates students' interaction, which is why students are more interested in class while solving problems with their peers. Second, it was found that the small group discussion and debate emphasizing maker class had a statistically significant effect on the elementary school students' scientific attitude. This allows students to have enough opportunity to express their opinions through small group discussions and debate, and I think that because they listen to others' opinions when they make new things or make new plans, so they have been able to increase their scientific attitude continuously. Third, based on the analysis of the participant students' opinions on the small group discussion and debate emphasizing maker class, all the participants answered that they were interested in this kind of class and they want to participate in this kind of maker class again. Therefore, it is thought that the small group discussion and debate emphasizing maker class can play a big role in raising the elementary school students's science learning motivation and scientific attitude.

• Korean journal of food and cookery science
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• v.27 no.5
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• pp.611-623
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• 2011

The goal of this study was to understand the reasons for learning about Korean herbal food by examining the actual conditions in a Korean herbal food course during lifestyle education. The general characteristics of the people learning about or working with the food as well as the correlations between the examined factors were analyzed, focusing on each person's dietary lifestyle. We divided the class participants into five dietary lifestyle groups by analyzing their scores. Group 1 was the"taste-seeking type", group 2 was the "quality-seeking type", group 3 was the"economy-seeking type", group 4 was the"convenience and economy-seeking type", and group 5 was the"convenience and health-seeking type". A person with a cooking career was considered to have more experience with Korean herbal food. The highest motivation for Korean herbal food education was for professional reasons, and the class that was most appreciated was learning about Korean traditional herbal foods. The highest satisfaction for the class was based on the instructor's knowledge, followed by food tastes, foodstuffs, educational materials, and the facilities superintendent. Satisfaction with the class tuition and practical utilization was relatively low.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.415-424
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• 2009

This study was performed to reveal the effects of a science experience class, in which children of low-income family(LIF) were involved. The children's science inquiry skills, science-related attitude, self-esteem and self-competence were investigated before and after the science experience class. Not only 61 children in LIF but also 75 ordinary ones participated in the class and the tests to collect the data, and interviews in which 9 children of each group participated were conducted as well. The results are as follows. First, through the science experience class, the children in LIF's average point of science inquiry skills increased meaningfully, but ordinary children's did not. Second, the science attitude's points of both increased meaningfully. Third, the children in LIF's average self-esteem point increased meaningfully, but the ordinary group's did not. Fourth, the children in LIF' self-competence increased meaningfully, but the other's did not. The children from both groups were influenced positively by the science experience class. Especially, compared with ordinary children, the children in LIF who have fewer chances of science experience than other children were more positively influenced m every aspect of this study.

• The korean journal of orthodontics
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• v.28 no.5 s.70
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• pp.751-761
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• 1998

The purpose of this study was to find the characteristics of lateral crphalogram of skeletal class III malocclusion patients to whom orthognathic surgery was essential. For this study 37 patients with skeletal class III and going to treat or be treated orthognathic surgery(age 7-17) were selected to experimental group and 56 people with normal occlusion (age 8-13) were selected to normal group and the two groups were evaluated and statistically analyzed and the results were as follows 1. In comparison of experimental group and normal group in prepubertal group, there were significant differences in ANS-U1/Me-L1, Mx. Length/Mn. Length, S-N/Go-Me, Wits, ANB, SN-Pog, IMPA, Facial Convexity, APDI (p<0.05) 2. In comparison of experimental group and normal group in pubertal group, there were significant differences in ANS-U1/Me-L1, S-Go/N-Me, Mx.Length/Mn.Length, S-N/Go-Me, Wits, Saddle Angle, SNB, ANB, SN-Pog, IMPA, Interincisal Angle, Facial Convexity, APDI (p<0.05) 3. Among items showing characteristics of skeletal class III malocclusion, there were no significant differences between prepubertal group and pubertal group in other items except Mx. Length/Mn. Length,APDI (p<0.05) 4. The significant correlationship was the highest between Saddle Angle and SNB, SN-Pog and SNB, ANB and Facial Convexity in experimental group

• Bulletin of the Korean Mathematical Society
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• v.47 no.6
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• pp.1205-1211
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• 2010

In the present article, we investigate the possibility of a real-valued map on the space of tuples of commuting trace-class self-adjoint operators, which behaves like the usual trace map on the space of trace-class linear operators. It turns out that such maps are related with continuous group homomorphisms from the Milnor's K-group of the real numbers into the additive group of real numbers. Using this connection, it is shown that any such trace map must be trivial, but it is proposed that the target group of a nontrivial trace should be a linearized version of Milnor's K-theory as with the case of universal determinant for commuting tuples of matrices rather than just the field of constants.

• Journal of Oral Medicine and Pain
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• v.26 no.2
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• pp.147-156
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• 2001

The purpose of this study was to identify the difference of vertical movement of mandible according to Angle's molar relationship and by skeletal factors affect to vertical movement of mandible. 172(age ranged from 20 to 30) subjects who go to college within territory of Kwangju city without any experience of temporomandibular disorder, extraction and orthodontic treatment. were selected for this study. The subjects were classified into class I(male:30, female:49), class II(male:18, female:24) and class III(male:18, female:33) according to Angle's molar relationship. The distance was measured between incisal edge of maxillary and mandibular central incisor and between bottom of central fossa of maxillary and mandibular 1st molar with ruler. The arch length and width were measured on the diagnostic cast. Cephalometrics were taken and then traced. Landmarks were identified and analyzed. 1. Maximal interincisal opening of male is larger than that of female in class I, class II and class III. Among each group maximal interincisal distance is the largest in class III. Maximal intermolar distance of male is superior to that of female in class I, class II, and class III, but there is no siginficant difference among them. 2. On maximal opening movement of Angle's classification class I and class II, total mandibular length, mandibular ramal length, madibular inferior border length and upper arch width were important variables and facial length, upper arch length and lower arch length had negative relationship to that. On maximal opening movement of Angle's class III, the upper arch length, the lower arch length and anterior facial length were important variables especially when compared with class I and II, and upper arch width had negative relationship. These results suggest that maximal opening movement is affected by facial morphology in all classes, but each group is affected by different facial skeletal variables. Accordingly, facioskeletal variables might be considered as diagnosis and treatment to improve the amount of mouth opening.

• The korean journal of orthodontics
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• v.19 no.3
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• pp.67-78
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• 1989

This study was designed to investigate the difference of teeth and craniofacial complex between normal occlusion and Angle's Class II, div. 1 malocclusion in Korean children. The sample was divided into 2 groups, the 66 subjects with normal occlusion and 96 subjects with Angle's Class II, div. 1 malocclusion in both sexes. The results obtained were as follows: 1. No significant differences were observed in ant. cranial base length & cranial flexure (saddle) angle) between normal occlusion & Angle's Class II, div. 1 malocclusion group, but posterior cranial base length of Class II, div. 1 malocclusion group was larger than that of normal occlusion group. 2. No significant difference was observed in the anteroposterior position of Maxilla to cranial base between two groups, but mandibular position in Class II, Div. 1 malocclusion was posterior and interior to that of normal occlusion. 3. The length of maxilla (ANS-PSN) was larger in Class II, div. 1 malocclusion than normal occlusion. The length of mandibular body (Go-Me) was nor different between Class II, div. 1 malocclusion and normal occlusion. 4. Maxillary incisor position of Class II, div. 1 malocclusion to cranial base was more protrusive than that of normal occlusion, but there was no difference in mandibular incisor position between two groups.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.267-275
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• 2012

The purpose of this study is to find out the effect of the role-playing analogy activity-based class on the academic achievement in science and the science process skills of elementary school students. One experimental group and one control group of 4th grade students were selected to perform a prior investigation on the academic achievement in science and the science process skill. Then the experimental group attended science lessons that were based on the role-playing analogy activity and the control group attended the traditional science lessons based on the text book and teacher's guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the role-playing analogy activity class was more effective to improve students' academic achievements than the traditional science class. And the role-playing analogy activity class was more effective to learners in the high-level group, which made a scores above the average in prior investigation on the academic achievement, whereas it was little effective to those in the low-level group. Second, the role-playing analogy activity class was effective to enhance students' science process skills than the traditional science class. And the role-playing analogy activity class was more effective to the learners' in the high-level group than those in the low-level group.

• 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.