• The korean journal of orthodontics
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• v.27 no.3 s.62
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• pp.373-389
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• 1997

The purpose of this stdudy was to evaluate the effect of maxillary protraction and the relapse of hard and soft tissue after maxillary protraction. For this study 29 patients who were treated with maxillary protractor and labiolingual archwire were selected. Their mean age was 9 years 4 months and mean treatment period was 8.5 months. Lateral cephalograms were taken at pretreatment, immediately after treatment and one to three months after removal of the maxillary protractor. They were traced on skeletodental and soft tissue structures based on Burstone's analysis and analyzed by Quick-Ceph Image Digitizing System(ORTHODONTIC PROCESSING). The mean and standard deviation between pretreatment and posttreatment and between posttreatment and retention period for each cephalometric variable were calculated. Student t-test was used to determine the statistical significance of the changes in each variable. Correlation coefficients between hard tissue and soft tissue were used to determine interrelationship. The results were as follows. 1. After maxillayy protraction, the maxilla and maxillary dentition moved antero-inferiorly, the mandibld and mandibular dentition moved postero-interiorly and palatal plane rotated antero-superiorly by $0.59^{\circ}$. 2. After maxillary protraction, the soft tissue of upper lip moved antero-interiorly with the movement of hard tissue but the antero-posterior position of lower lip was stable in spite of the change of hard tissue. The thickness of upper lip was decreased and that of lower lip was increased after maxillary Protraction. 3. During the retention period, the position of jaws was relatively stable but upper and lower anterior teeth and antero-superiorly rotated palatal plane relapsed to original position. 4. During the retention period, the soft tissue of lips was stable antero-posteriorly and moved mote inferiorly than posttreatment. 5. The correlation coefficients between the postion of upper and lower incisal edge and that position of lips were high, especially in horizontal change.

• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.29-43
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• 2009

The purposes of this study were to examine effective variables influencing on adolescents' mobile phone addiction. The subjects were the 666 middle or high school students who had their own mobile phone in Gwangju. Data were analyzed with frequency, percentage, cronbach's ${\alpha}$, mean, SD, pearson's correlation and multiple regression using SPSS/PC WIN 14.0 program. The major findings were as follows: 1. The most frequently used function of student mobile phones was text message and they used text message more than 41 times a day. Mostly they were talking to the same sex friends on the phone and the monthly charges ranged from 20,000 to 30,000 won. In general, they called to their friends after school. Their parents' attitudes toward their mobile phone using showed that the most of their parents did not care about their children's mobile phone use. The restriction of using their mobile phone at school was normal. 2. The average scores of mobile phone addiction were lower than median(3.0) and self esteem, self control, family strengths, peer conformity and school life adaptation were higher than median. 3. The adolescence's mobile phone additions were influenced by peer conformity, school life adaptation, school levels, sex and self control. And these variables explained to the adolescence's mobile phone additions about 28%.

• Journal of Korean Medical classics
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• v.22 no.2
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• pp.71-83
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• 2009

The documentary characteristics of acupuncture and moxibustion recorded in Dusagyeong(杜思敬)'s".Jesaengbalsu(濟生拔粹)" can be summarized into 3 major parts: 1. "Gyeolgo-ungichimbeop(潔古雲岐鍼法)" and "Dutaesachimbeop(竇太師鍼法)" 1) "Gyeolgo-ungichimbeop" was edited by Dusagyeong of the Won dynasty, and was recorded in "Jesaengbalsu". Du was influenced by his teacher Heohyeong(許衡) and followed Janggyeolgo(張潔古) and his son Jangbyeok(張璧), and collected his work "Chimgu-pyeon(鍼灸篇)" for Jang and named it "Gyeolgo-ungichimbeop", and took the content from the medical book of Jang and his student Wang-haejang(王海藏). (2) "Jesaengbalsu"'s original edition exists today. The "Gyeolgo-ungichimbeop" listed in "Jesaengbalsu"'s index contain two collections, the first collection being "Gyeolgo-ungichimbeop" and the second collection being "Dutaesachimbeop(竇太師鍼法)" (3) Gyeolgo(潔古)、Un-gija(雲岐子)'s acupuncture methods can be seen in Un-gija "Bomyeongjipryuyo(保命集類要)" and Wanghaejang "Chasananji(此事難知)". (4) The related acupuncture methods are 'Non-gyeong-rak-yeongsubosabeop(論經絡迎隨補瀉法)', 'Gyeong-rakchwiwonbeop(經絡取原法)', 'Jeopgyeongbeop(接經法)', and 'Sang-hanyeolbyeongjabeop(傷寒熱病刺法)' (5) Du's edition of the entire text of 'Gyeolgojajetongbeop(潔古刺諸痛法)' 'Jasimtongjehyeol(刺心痛諸穴)' and the first half of 'Jeopgyeongbeop(接經法)' is all recorded in "Somunbyeonggigi-uibomyeongjip(素問病機氣宜保命集)". The existing "Somunbyeonggigi-uibomyeongjip" is a combination of the unfinished posthumous work of Yuwanso(劉完素), "Gi-ui(氣宜)" and "Byeonggi(病機)" with works such as Jangwonso(張元素)'s '"Bomyeongseo(保命書)"'. (6) Of the titles "Gyeolgo-ungichimbeop" and "Dutaesachimbeop", the 14$\sim$19th chapters "Dutaesachimbeop" should be concentrated at the end of the chapter, and the 16th chapter that Du added was put after chapter 14 "Yujujiyobu(流注指要賦)", and chapters 20, 21 should be put in "Gyeolgoungichimbeop" after chapter 13. 2. "Chimgyeongjeok-yeongjip(鍼經摘英集)" (1) "Chimgyeongjeok-yeongjip" is a collection of the acupuncture and moxibustion contents of medical books from the Geum and Won dynasties that Dusagyeong collected and organized during the Won dynasty, which is consisted of 5 chapters : "Guchimshik(九鍼式)", "Jeolyangchwisuhyeolbeop(折量取腧穴法)", "Bosabeop(補瀉法)", "Yongchimhoheupbeop(用鍼呼吸法)", "Chibyeongjik-ralgyeol(治病直剌訣)". (2) First, the contents. The nine acupuncture needles[九鍼] listed in "Guchimshik(九鍼式)" is the first existing document recording to systematically illustrate the 'nine classical needles' in drawing and text form which reflects the forms of the needles of the era. Second, "Jeolyangchwisuhyeolbeop(折量取腧穴法)" has the same basic way of measuring points [量穴法] as Wang-yuil's "Dong-insuhyeolchimgudo-gyeong(銅人腧穴鍼灸圖經)" and the same point selection rules as "Jeonyeongbang(全嬰方)". Third, in "Bosabeop(補瀉法)", "Somun(素問)" and Janggyeolgo's "Yeongsubosabeop(迎隨補瀉法)" is put together. Fourth, in "Yongchimhoheupbeop(用鍼呼吸法)", the cold and heat supplementation and draining [寒熱補瀉] method that combines breathing with inner and outer rotation[外 內撚] is recorded. Fifth, "Chi-byeongjik-ralgyeol(治病直剌訣)" is the main part of "Chimgyeongjeok-yeongjip(鍼經摘英集)" listing 69 acupuncture treatments reflecting Du's scholastic ideas on aspects such as syndrome differentiation[辨證], needling method and type of needle[鍼具]. (3) The content of this book was quoted by "Bojebang Chimgumun(普濟方 鍼灸門)" and when Gomu compiled "Chimguchwiyeong", he put the acupuncture treatments for the main indications of the disease patterns[鍼方主治病證] of this book in the related main indications of acupuncture points[腧穴主治證], which influenced books on acupuncture points there after. 3. "Chimgyeongjeolyo(鍼經節要)" (1) Consists of 1 volume. The original title of this book is "Dong-insuhyeolchimgudo-gyeong (銅人腧穴鍼灸圖經)" and the author is Wang-yuil of the Northern Song dynasty, written in the 4th year of the Cheonseong(天聖) era of the Song dynasty(1026). (2) Dusagyeong selected the contents on pathology of the 12 meridians in volume one and two, the introduction and five transport points[五輸穴] in volume 5 of "Dong-indo-gyeong(銅人圖經)" and named it "Chimgyeongjeolyo." During the Won dynasty it was recorded in "Jesaengbalsu".

• Journal of dental hygiene science
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• v.10 no.2
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• pp.63-69
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• 2010

The purpose of this study was to examine the business awareness of dental coordinators and preferred working condition according to educational period, to suggest what improvements should be made. A survey was conducted for a year and four months from March 2007 to June 2008, and the collected data were analyzed, which made use of ${\chi}^2$(Chi-square) test, t-test. The findings of the study were as follows: 1. In regard to preferred conditions of employment, a dental hospital (42.0%) was most preferred by the incumbent dental hygienists investigated, followed by a dental clinic(29.4%). The largest number of the students who took dental coordinator courses had a liking for a dental hospital(41.9%), followed by university hospital and general hospital(29.0%)(p<0.001). 2. As for perception of dental coordinator, all the dental hygienists were aware of that occupation, and most of the students(81.9%) were cognizant of it(p<0.001). Concerning the necessity of that occupation, the students who felt the need for that(94.8%) outnumbered the dental hygienists who did(85.2%)(p<0.05). 65.9 percent of the dental hygienists and 84.5 percent of the students looked upon a dental hygienist as the best occupation that also could serve as a dental coordinator(p<0.01). 3. Concerning a favorite type of work including an official title, the dental hygienists wanted to work as the chief of counseling section the most(34.1%), and the largest group of the students hoped to become a section chief or team leader(35.2%). In regard to the most integral field of work, the dental coordinators(51.1%) and students(65.8%) attached the most importance to counseling(p<0.05). 4. The dental hygienists were better gratified than the students in every regard(p<0.001). The former($4.00{\pm}0.41$) looked at that occupation in a better way than the students($3.81{\pm}0.50$) as well(p<0.01). The abovementioned findings suggested that it would be advisable to provide dental hygienists with a certain level of a clinical career with education in order to ensure the success of dental coordinator education.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.705-720
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• 2018

The purpose of this study is to shed light on the meaning and value of interest (in Korean 'Jae-mi') in science education through literature analysis. Literature analyses were conducted on literature related to interest in various fields such as Korean language, psychology, philosophy, and education. Specifically, this study discussed the meaning of interest, the characteristics of the context of experiencing interest, the educational value of interest in science education, and the direction of science education to realize the value of interest. First, it was found that interest is an experience of emotional activation that can be felt through interaction with a specific object, and it is an emotional experience caused by the complex combination of various psychological factors, which is oriented sense, relationship, self, and object. Second, to understand the context of experience of interest, we conducted a topic modeling analysis with 1173 research articles related to interest. As a result of the analysis, it was confirmed that the context of interest is closely related with playfulness. And we addressed that this kind of playfulness is also found in science. Third, the educational values of interest in science education were discussed. In science education, fun is not only an instrumental value to induce science learning behavior, it is also one of the universal experiences that learners feel lively in science teaching-learning, and driving force of individual students' emotional development related to science. The students' active attitude to feel interest lead to creative thinking and action. Finally, we argued that the interest that should be aimed in science education should be active interest and experienced at trial and error, not passive interest induced by external stimuli. And science education culture should be encouraged to respect those who enjoy science. In particular, this study discussed the importance of each student's unique interest experience based on the philosophy of philosopher Deleuze (1976).

• Journal of Science Education
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• v.35 no.1
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• pp.1-12
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• 2011

The purpose of this study was to examine the effects of science class using the multimedia materials on high school students' attitude toward science. The subjects were 222 high school students. For this study, 11th graders at a high school were assigned to a comparison group and an experimental group. The experimental group was received science class using multimedia materials for 3 months. The research design was pretest-posttest control group design, the data were analyzed using PASW statistics 18.0 program. The types of multimedia materials used in experimental group were science fiction movies, science documentaries, TV programs, and Power Point presentations created by students. Before and after treatment, the attitude toward science tests were administered. Pre-tests and post-test score differences between 2 groups were analyzed by ANCOVA. The differences of attitude toward science based on gender were compared by analysis of covariance. And the perception on science class with multimedia materials were also investigated. The results of this study were as follows: First, the attitude toward science was improved significantly after applying science classes using multimedia materials. Especially, there were significant difference between pre-test and post-test in the score of attitude toward science class and attitude toward science content which were sub-area of attitude toward science. Second, there was no significant difference between female and male students in total score of attitude toward science. However, the attitude toward science, scientists and society, which was a sub-area of attitude toward science, female students scored significantly higher than male students. Third, 84% student showed a positive perception that the science class enhanced their interest in science. 69% the students responded that we had thought about Science-Technology-Society. Multimedia material types which the students prefered were science fiction movie, science documentaries, science TV programs, respectively.

• Restorative Dentistry and Endodontics
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• v.30 no.1
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• pp.38-48
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• 2005

The purpose of this study was to compare and evaluate the shaping ability of the three different Ni-Ti file systems used by undergraduate students. Fifty undergraduate students prepared 150 simulated curved root canals in resin blocks with three Ni-Ti file systems - $ProFile^{(R)}$ (PF), Manual $ProTaper^{(R)}$ (MPT), Rotary $ProTaper^{(R)}$ (RPT). Every student prepared 3 simulated root canals with each system respectively. After root canal preparation, the Ni-Ti files were evaluated for distortion or breakage Assessments were made according to the presence of various types of canal aberrations. The pre- and post-instrumented canal images were attained and superimposed. The instrumented root canal width were measured and calculated for the net transportation (deviation) and the centering ratio. Under the condition of this study, both $ProTaper^{(R)}$ systems allowed significantly more removal of root canal wall than the $ProFile^{(R)}$ system. In the important other aspects such as the centering ratio, there was no significant differences between the systems. Novice dental students were able to prepare curved root canals with any kinds of Ni-Ti file systems with little aberration and great conservation of tooth structure. Students want to learn effective methods and at the same time simple rotary procedures. The rotary $ProTaper^{(R)}$ systems were one of the most compatible to these students from the point of view of cutting ability The $ProFile^{(R)}$ system was also compatible in safe and gentle shaping.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.335-344
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• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.

• Journal of Science Education
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• v.47 no.3
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• pp.225-237
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• 2023

The purpose of this study is to explore the perceptions of elementary pre-service teachers regarding their interest in science. A survey was conducted among 187 elementary pre-service teachers enrolled at Non-Metropolitan Area A University of Education. Data collection was carried out concurrently with three elementary pre-service teachers who agreed to participate in online interviews. The survey responses provided by the elementary pre-service teachers were analyzed using a qualitative text analysis method. Interest in science was observed to decrease during middle school, followed by the upper grades of elementary school and then the lower grades. The reasons for the decline in interest in science were interpreted as stemming from negative experiences with science education within the context of individual circumstances in the school setting. Strategies to address the decline and enhance interest in science were discussed across individual, family, school, teacher, local community, and national levels, considering both short-term and long-term perspectives. These strategies encompassed various inquiry activities and experiences related to the field of science, engagement in science-related activities, student-centered instruction, teacher professional development, support for elementary students and teachers, and policy measures. The multifaceted approach and efforts aimed to open avenues for positive feedback regarding science on an individual level and foster experiences related to science were interpreted as part of an effort to counteract the decline in interest in science. Lastly, given the current situation of declining interest in science and the need to enhance students' interest, it was implicitly and explicitly discussed that pre-service teachers should focus on improving their expertise in curriculum instruction. This research, by exploring the conceptual characteristics of interest in science, perceptions of changes, and educational needs related to interest in science among elementary pre-service teachers, is expected to have academic significance as foundational research data for the current status of declining interest in science.

• Journal of dental hygiene science
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• v.15 no.5
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• pp.659-665
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• 2015

A wide variety of methods have been used to control Dental Unit Waterline (DUWL) contamination. Among the methods, flushing is mainly used because it is simple and easy to use. Generally, flushing of DUWL for 20 or 30 sec before using high speed handpieces or scalers is recommended. However, the appropriateness of flushing time was not investigated thoroughly. The purpose of this study was to check the effective time of flushing for decreasing bacterial contamination. Seven dental unit chairs were randomly selected in student clinical simulation laboratory for this experiment. DUWLs were continuously flushed and water samples were collected at an interval of 30 seconds for 15 minutes. From five dental unit chairs, water samples were collected every 10 seconds for 1 minute. Bacterial levels in water samples were examined by the culture method on R2A plates. After 10 second flushing of DUWLs, the number of bacteria significantly reduced and decreased continuously up to 40 seconds. However, even after the water was flushed for 15 minutes, the bacterial contamination level was not reduced below recommended bacteria level, 200 CFU/ml. In addition to flushing, the periodic chemical disinfection is required to control the DUWL water to the recommended level.