• The Journal of Korean Academy of Prosthodontics
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• v.55 no.2
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• pp.198-204
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• 2017

Maxillofacial defect comes from congenital defect, trauma and surgical resection. Patients with intraoral defect are commonly related to maxillary defect and they need prosthetic rehabilitation. Functional reconstruction of partially edentulous mandible has many limitations. However, if both condyles are intact, maxillofacial prosthesis using partial denture give competent results. In this case, a patient of 58 year-old male has a defect on palate and left mandibular posterior teeth from gunshot. The maxillary defect of this patient is Class IV according to Aramany classification and the mandibular one is Type V according to Cantor and Curtis classification. For retention of the obturator, remaining teeth are fully utilized and artificial teeth are arranged harmoniously to provide stable occlusion. Mandibular RPD covered limited range of deformed soft tissue derived from mandibular resection surgery. With these treatments, the patient in this case showed improvements in mastication, swallowing and speech.

• Archives of Plastic Surgery
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• v.37 no.1
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• pp.31-36
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• 2010

Purpose: The primary goal of palatoplasty is to enable normal speech with harmonious growth of face. Some children who had palatoplasty display typical findings of transverse maxillary deficiency requiring orthodontic widening of the maxilla. Levi (2009) described a cleft palate repair coupled with pedicled buccal fat pad flaps to cover bone exposed areas of the hard palate. Hence we report clinical experiences of cleft palate repair using pedicled buccal fat pad flap. Methods: Four Veau class II and a Veau class I cleft palate patients underwent palatoplasty with buccal fat pad flap by single surgeon from April 2009 to August 2009. Two patients received 2-flap palatoplasty and three patients 1-flap palatoplasty, respectively. After the cleft palate repair, sharp mosquito scissors was placed in the superior buccal sulcus just lateral to the maxillary tuberosity and inserted directly through the mucosa resulting in buccal fat pad extrusion. The elevated flap was moved to cover mucoperiosteal defect in hard palatal area. Results: Five patients underwent primary palatoplasty using buccal fat pad flap. Flap harvest and inset took on average 9 minutes per flap. Mucosal epithelization took 18 days on average. No patients had complications related to the buccal fat pad flap. Conclusion: Buccal fat pad pedicled flap has significant potential to function as an added vascularized tissue layer in cleft palate repair and we can expect better growth of maxilla with this method although longer duration of follow-up was unavailable.

• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.820-844
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• 2010

This study investigates the effect of GIS-integrated lessons on spatial thinking abilities and geographical skills using discourse analysis along with a comparative three-case case study method. A series of curricula were designed and implemented in an 8th grade classroom for a semester. The data collected consist of the dialogue transcripts of six consecutive GIS-integrated lessons. The transcripts were analyzed to identify the moves (speech acts) used by each student and to classify discourse content of spatial thinking and geographical skills. Based on three individual case studies, a cross-case study was performed to uncover any relationship between the phenomenon and the contexts. The empirical evidence from discourse analysis demonstrated that students were able to generate appropriate terms representative of spatial thinking and geographical skills although students appeared to possess primarily lower-order spatial abilities, followed by a moderate-level of spatial abilities. Considering that the unit was implemented in a biology class rather than a geography class the result reflected the fact that the student's spatial thinking and geographical skills were attributable to the GIS-integrated lessons. Thus, the results have a great implication for GIS-integrated lessons and geography education as an innovative tool for improving student's spatial thinking and geographical skills.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.573-580
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• 2020

The purpose of this study was to explore and to suggest the effective teaching methods for university students to improve their speaking abilities through peer assessment-feedback and self assessment-feedback based presentation and debate class. The objects and content of the study were the students who took a class "Reading and Communication" of H university, and here examine closely the speaking activities and their effects during the integrated activities of 'reading, speaking and writing'. In speaking education peer and self assessment feedback is to form an emotional consensus among the students and encourage active participation, and enable self-discovery and communication learning to students. As a result of the study, it was found that the variety speaking practice had a very positive effect on the attitude of speaking and the psychological aspect, and it was confirmed that the evaluation and feedback activities had a meaningful learning effect on the students. Effective speech education and guidance measures should be continuously studied and developed.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.487-509
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• 2022

The purpose of this study is to analyze classroom discourse in the math classroom of middle school in China, which has a unique math classroom background of entrance examination for high school. To this end, this study analyzed teacher question statistics and episodes by teacher question type as starting speech in mathematics classroom discourse, and five IRF subtypes were especially identified by class discourse structure analysis. The data were analyzed focusing on a total of 15 transcripts of math classes recorded by three math teachers at H School in Guiyang, Guizhou Province, China, and written interviews of teachers. According to the results of this study, an average of 20 teacher questions were observed for each class, and the teacher question type was classified into confirmation question (understanding confirmation question, explanation request question, and double check question) and information question (information presentation question). In addition, according to classroom discourse analysis, the IRF discourse structure was divided into fragmentary evaluation, evaluation+reason, evidence of explanation, evaluation+student response re-statement, guidance on other thoughts or solutions, and student answer correction or teacher opinion presentation.

• Korean Journal of Child Studies
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• v.34 no.5
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• pp.17-41
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• 2013

The purpose of this research was to investigate meaning of teachers as they manifest themselves in the emotional regulation of 2year old infants in a daycare center. In addition, the research attempts to provide basic research data that can be used as a guideline for teacher's awareness, roles, attitudes, and classroom management for infant's emotional education in the future. To achieve this goal, participatory observation was conducted in a child care center class for infants under 2 years old from January 17 to January 29, 2012. The teacher is defined as follow : Teachers are authority figures whose image is that of absolute authority, and coupled with their dual role of passive caretakers. Additionally, they function as guides who guided infants through the process of emotional socialization, and played the central role of emotional contagion from whose expression speech and atmosphere the said infants receive much influence. Such results seemed to indicate that teachers today do not fully comprehend the importance of their roles in influencing the emotion regulation of infants.

• Journal of Engineering Education Research
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• v.20 no.3
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• pp.3-12
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• 2017

This research points out the necessity of customized communication education for engineering students in the era of the Fourth Industrial Revolution. This paper also points out such problems of current communication education as presentation and discussion-focused 'Public Speech' exercises, absence of interests about social issues, and lack of interactive communication learning. In general, as the characteristics of their major education, engineering students are not aggressive in self-questioning and active communication rather than their sensitive reaction to the changes of the new era. Considering these characteristics of engineering students, this research emphasizes that future communication education should be deployed from the major-focused thinking to the development of convergent thinking, from the problem-solving to the problem-finding, and from the contentious thinking to the cooperative thinking. In addition, as a class design reflecting future trends, this research emphasizes, firstly the development of cooperative communication education model, secondly active utilization of SMART technology, and lastly the importance of customized-coaching for each student considering their own characteristics and requirements.

• Journal of IKEEE
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• v.22 no.3
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• pp.624-629
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• 2018

Classification of moving targets in Pulse Doppler Radar(PDR) for surveillance and reconnaissance purposes is generally carried out based on listening and training experience of Doppler audio signals by radar operator. In this paper, we proposed the automatic classification method to identify the class of moving target with Doppler audio signals using the Mel Frequency Cepstral Coefficients(MFCC) and the Hidden Markov Model(HMM) algorithm which are widely used in speech recognition and the classification performance was analyzed and verified by simulations.

• MALSORI
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• no.21_24
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• pp.90-110
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• 1992

The purpose of this thesis is to investigate the intonation features of the last two syllables of rhythmic units, with the exception of the sentence final unit, in the Seoul dialect of Korean. The Model 5500 Sona-graph was used to measure the pitch and duration of the target syllables. There are two classes of materials. One class was designed to determine the intonation of rhythmic units in a natural situation and the other to investigate the intonation of rhythmic units in an artificial situation, in which speakers were asked to read the materials pausing only at the marked boundaries, with a view to identifying the intonation of Seoul dialect more clearly. The findings of this investigation are as follows: (1) Korean averages an 11% rising intonation between the two syllables at the end of a rhythmic unit. (2) The rising rate between the final two syllables' pitch values at the subject rhythmic unit is generally higher than those at other units in a sentence and it seems to be meaningful syntactically. (3) Before a boundary the rhythmic units undergo 'pre-lowering', in which the pitch gradually lowers from the first syllable to the penultimate. (4) Every syllable in each rhythmic unit tends to lengthen when speakers read the materials with a pause between units and the tendency is most salient at the final syllable before a boundary.

• Cross-Cultural Studies
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• v.38
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• pp.461-500
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• 2015

This study aims to investigate the effective method to improve the competence of the Vocabulary by the image and listening towards the ELF. In the first part, we observed the problems and point improvement on learning vocabulary based on learner survey. In the second part, we analyzed two remarkable studies: - consistent and adapt method, communicational context - method based on the lexical, morphological semantical, notional and thematic field Then we proposed effective methods that are applicable to the vocabulary's learning in the class : - learning vocabulary by combining the words - learning vocabulary based on the meaning field - learning vocabulary as concrete characters - learning vocabulary by the descriptive character - learning vocabulary with the type "who am I?" - learning vocabulary by listening For teachers, one of the difficulties to the conduct of vocabulary course is that learners take passive position. Specifically, it is the teachers who play an important role because it runs in the direction of the course. However, learners do not show the active attitude for vocabulary lessons despite the course to take to improve their vocabulary skills. Therefore, teachers must prepare course materials that can both improve the competence of the vocabulary of learners and cause their interest or desire on the current vocabulary. This is why teachers should exploit various materials depending on the skill level of the learner vocabulary.