• Restorative Dentistry and Endodontics
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• v.32 no.1
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• pp.37-46
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• 2007

The C-shaped canal system is an anatomical variation mostly seen in mandibular second molars, although it can also occur in maxillary and other mandibular molars. The main anatomical feature of C-shaped canals is the presence of fins or web connecting the individual root canals. The complexity of C-shaped canals prevents these canals from being cleaned, shaped, and obturated effectively during root canal therapy, and sometimes it leads to an iatrogenic perforation from the extravagant preparation. The purpose of this study was to provide further knowledge of the anatomical configuration and the minimal thickness of dentinal wall according to the level of the root. Thirty extracted mandibular second molars with fused roots and longitudinal grooves on lingual or buccal surface of the root were collected from a native Korean population. The photo images and radiographs from buccal, lingual, apical direction were taken. After access cavity was prepared, teeth were placed in 5.25% sodium hypochlorite solution for 2 hours to dissolve the organic tissue of the root surface and from the root canal system. After bench dried and all the teeth were embedded in a self-curing resin. Each block was sectioned using a microtome (Accutom-50, Struers, Denmark) at interval of 1 mm. The sectioned surface photograph was taken using a digital camera (Coolpix 995, Nikon, Japan) connected to the microscope. 197 images were evaluated for canal configurations and the minimal thickness of dentinal wall between canal and external wall using 'Root Thickness Gauge Program' designed with Visual Basic. The results were as follows : 1. At the orifice level of all teeth, the most frequent observed configuration was Melton's Type C I (73%), however the patterns were changed to type C II and C III when the sections were observed at the apical third. On the other hand, the type C III was observed at the orifice level of only 2 teeth but this type could be seen at apical region of the rest of the teeth. 2. The C-shaped canal showed continuous and semi-colon shape at the orifice level, but at the apical portion of the canal there was high possibility of having 2 or 3 canals 3. Lingual wall was thinner than buccal wall at coronal, middle, apical thirds of root but there was no statistical differences.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.47-66
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• 2023

The purpose of this study was to develop an educational smart app for classes by reconstructing some of the teaching-learning contents of the clothing preparation planning within the 'clothing preparation planning and selection' curriculum unit. To this end, a teaching-learning process plan was planned for the classes, a smart app was developed for classes, and feedback from home economics teachers and app development experts was received for the developed app. The main composition of the developed app consists of five steps. The first step is to set up a profile using a real photo, ZEPETO or Galaxy emoji, or iPhone Memoji. In the second step, students make a list of clothes by figuring out the types, quantities and conditions of their exisitng wardrobe items. Each piece of clothing is assigned an individual registration number, and stduents can take pictures of the front and back, along with describing key attributes such as type, color, season-appropriateness, purchase date, and current status. Step three guides students in deciding which garments to retain and which to discard. Building on the clothing inventory from the previous step, students classify items to keep and items to dispose of. In Step 4, Deciding How to Arrange Clothing, students decide how to arrange clothing by filling out an alternative scorecard. Through this process, students can learn in advance the subsection of resource management and self-reliance, laying the foundationa for future learning in 'Practice of Rational Consumption Life'. Lastly, in the fifth stage of determining the disposal method, this stage is to develop practical problem-oriented classes on how to dispose of the clothes to be discarded in the thirrd stage by exploring various disposal methods, engaging in group discussions, and sharing opinions. This study is meaningful as a case study as an attempt to develop a smart app for education by an instructor to align teaching plans and educational content with achievement standards for the class. In the future, upgrades will have to be made through user application.