• Journal of Oral Medicine and Pain
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• v.38 no.2
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• pp.161-174
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• 2013

This study was designed to evaluate the pain control effect by morphine injection to masticatory muscle pain patients. Patients with masticatory muscle pain visited the Department of Oral Medicine, Kyung Hee University Dental Hospital were recruited to this study and diagnosed by RDC/TMD. Experimental group were divided into four group; saline injection group (n=10), lidocaine injection group (n=10), morphine 1.5 mg injection group (n=10) and morphine 3 mg injection group (n=10). Evaluation list was the subjective pain evaluation(visual analogue scale, Mc Gill pain questionnaire, pain drawing) and the objective pain evaluation(pressure pain threshold, pressure pain tolerance) and evaluation time was injection before, after 1 hour, 24 hour, 48 hour and then it was analyzed statistically. The results were as follows : 1. The subjective pain evaluation were significantly different statistically in morphine 3 mg group after 48 hour. (VAS: p<0.01, MGQ: p<0.001, PD: p<0.05) 2. The objective pain evaluation were significantly different statistically in morphine 1.5 mg group after 1 hour. (PPT: p<0.01, PPTol: p<0.05) 3. The morphine 3 mg group were more significantly different than lidocaine group and morphine 1.5 mg group statistically in the McGill pain questionnaire evaluation. (1h: p<0.01, 24h: p<0.01, 48h: p<0.001) Therefore, it was revealed that the morphine 3 mg injection was effective to pain control for masticatory muscle pain patients within 48 hours and more effect than lidocaine injection.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.89-101
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• 2001

The purpose of this study was to develop the elementary school science instructional material for nurturing students' creativity and to analyze the effects of this material on the changes of students' creativity. This material was composed of student's worksheet and a teacher's guidebook, in which are relevant to the elements of creativity and creative activities that can be applied to elementary science curriculum of 5th and 6th grades. Student's worksheets include various creative activities: imagination, guided imagery, experimental activity, mind mapping as wrap-up, and 'let's think' as an extended activity, game, puzzle, making a cartoon, to be, role playing, and so on. These materials were applied to 5th grade science class, 156 students. They were divided into two groups: the treatment group to which developed material was applied and the control group which was a traditional lecture-centered class. After this material had been applied for 3 months, students of both groups took a test of creativity. Interviews and observation were also carried out with three level groups (higher, medium and lower level) which were divided within the treatment group based on their creativity score. The results of this study were as follows: The treatment group showed higher score on creativity than that of control group(p<0.01). In the result of interviews and observation, the students of the higher and the medium level accomplished their tasks by themselves better than those on lower level.All of them took an interest in visual activity. In a wrapping-up step, the higher level students made mind map more systematically and the medium students improved as time goes on, but low level students feel constrained. In totally, they used various expression methods and were interested in making drawings and cartoons creatively.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.313-323
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• 2015

The purpose of this study is to investigate the cognitive process of student's modeling on a modeling-emphasized argument-based general chemistry experiment. The participants were twenty-one freshman students. Six topics were carried out during the first semester and semi-structured interview was implemented at the end of the semester. Semi-structured interview questions were used to elicit elements of effective model, modeling strategies, difficulties that students have experienced during modeling, and resolving the difficulties that students have experienced during modeling. All student interview data were collected and transcribed. The results of this study are summarized as follows: (1) Elements of effective model were considered to be visual expression, persuasive explanation, and rhetorical structure. (2) Modeling strategies included arranging important keywords or writing the outline, and during the modeling process, students used various data, suggested data after reconstructing, suggested definitions and explanations of core concepts, used meta-cognition, and considering rhetorical structure. (3) Difficulties students have experienced during modeling could be categorized as lack of modeling strategy and understanding. (4) Resolving difficulties students have experienced during modeling could be categorized as modeling strategy and understanding. Students learn the strategy by feedback, modeling experience, evaluation of experimental report, models which they constructed previously and references, and the understanding of contents were achieved through arguments which occurred during classes and during the process of writing the experimental reports. These results suggest that when using modeling in teaching and learning, the argument-based learning strategy can be effective in enhancing students' modeling by helping them to understand meta-modeling with scientific concepts.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.247-258
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• 2015

Students are engaged in classroom learning, and classroom learning occurs not only through conversation but also through nonverbal behavior. In science classrooms especially, there are meaningful nonverbal behaviors such as practical activities like observation and measurement. But these behaviors have not been properly investigated by existing instruments that try to measure students' engagement. This study aims to develop a new instrument for analyzing students' behavioral engagement especially in science classrooms. The method of developing the instrument was structured along three steps. First, student behaviors have been classified into fourteen categories through literature review and a series of observation of elementary science classroom. Second, based on these, a framework for analyzing student behavioral engagement has been developed. With the framework, every student moment could be labeled as Participatory Speech or Participatory Silence or Non-Participatory Speech or Non-Participatory Silence. Third, an instrument to which the framework is applied has been developed by using Microsoft Excel. As a trial, two fourth-grade students in elementary science class were analyzed with this instrument. The results of the trial analysis shows that the longest period of a science lesson was occupied by Participatory Silence (63% and 72%). Among the participatory silence, 'listening' was the most common (51% and 42% of the trial lesson) and 'observing' which is a specific behavior to science was the fourth position (17% and 17% of the trial lesson). It is expected that the developed instrument could be used in improving our understanding of the patterns of student engagement in science classrooms.

• Journal of The Korean Astronomical Society
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• v.12 no.1
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• pp.41-70
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• 1979

From $B\ddot{o}hm$-Vitense's atmospheric model calculations, the relations, [$T_e$, (B-V)] and [B.C, (B-V)] with respect to heavy element abundance were obtained. Using these relations and evolutionary model calculations of Rood, and Sweigart and Gross, analytic expressions for some physical parameters relating to the C-M diagrams of globular clusters were derived, and they were applied to 21 globular clusters with observed transition periods of RR Lyrae variables. More than 20 different parameters were examined for each globular cluster. The derived ranges of some basic parameters are as follows; $Y=0.21{\sim}0.33,\;Z=1.5{\times}10^{-4}{\sim}4.5{\times}10^{-3},\;age,\;t=9.5{\sim}19{\times}10^9$ years, mass for red giants, $m_{RG}=0.74m_{\odot}{\sim}0.91m_{\odot}$, mass for RR Lyrae stars, $m_{RR}=0.59m_{\odot}{\sim}0.75m_{\odot}$, the visual magnitude difference between the turnoff point and the horizontal branch (HB), ${\Delta}V_{to}=3.1{\sim}3.4(<{\Delta}V_{to}>=3.32)$, the color of the blue edge of RR Lyrae gap, $(B-V)_{BE}=0.17{\sim}0.21=(<(B-V)_{BE}>=0.18),\;[\frac{m}{L}]_{RR}=-1.7{\sim}-1.9$, mass difference of $m_{RR}$ relative to $m_{RG},(m_{RG}-m_{RR})/m_{RG}=0.0{\sim}0.39$. It was found that the ranges of derived parameters agree reasonably well with the observed ones and those estimated by others. Some important results obtained herein can be summarized as follows; (i) There are considerable variations in the initial helium abundance and in age of globular clusters. (ii) The radial gradient of heavy element abundance does exist for globular clusters as shown by Janes for field stars and open clusters. (iii) The helium abundance seems to have been increased with age by massive star evolution after a considerable amount (Y>0.2) of helium had been attained by the Big-Bang nucleosynthesis, but there is not seen a radial gradient of helium abundance. (iv) A considerable amount of heavy elements ($Z{\sim}10{-3}$) might have been formed in the inner halo ($r_{GC}$<10 kpc) from the earliest galactic co1lapse, and then the heavy element abundance has been slowly enriched towards the galactic center and disk, establishing the radial gradient of heavy element abundance. (v) The final galactic disk formation might have taken much longer by about a half of the galactic age than the halo formation, supporting a slow, inhomogeneous co1lapse model of Larson. (vi) Of the three principal parameters controlling the morphology of C-M diagrams, it was found that the first parameter is heavy clement abundance, the second age and the third helium abundance. (vii) The globular clusters can be divided into three different groups, AI, BI and CII according to Z, Y an d age as well as Dickens' HB types. BI group clusters of HB types 4 and 5 like M 3 and NGC 7006 are the oldest and have the lowest helium abundance of the three groups. And also they appear in the inner halo. On the other hand, the youngest AI clusters have the highest Z and Y, and appear in the innermost halo region and in the disk. (viii) From the result of the clean separations of the clusters into three groups, a three dimensional classification with three parameters, Z, Y and age is prsented. (ix) The anomalous C-M diagrams can be expalined in terms of the three principal parameters. That is, the anomaly of NGC 362 and NGC 7006 is accounted for by the smaller age of the order of $1{\sim}2{\times}10^9$ years rather than by the helium abundance difference, compared with M 3. (x) The difference in two Oosterhoff types I and II can be explained in terms of the mean mass difference of RR Lyrae variables rather than in terms of the helium abundance difference as suggested by Stobie. The mean mass of the variables in Oosterhoff type I clusters is smaller by $0.074m_{\odot}$ which is exactly consistent with Rood's estimate. Since it was found that the mean mass of RR Lyrae stars increases with decreasing Z, the two Oosterhoff types can be explained substantially by the metal abundance difference; the type II has Z<$3.4{\times}10^{-4}$, and the type I has higher Z than the type II.

• Tuberculosis and Respiratory Diseases
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• v.43 no.5
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• pp.720-727
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• 1996

Objectives: $^{201}TI$ - chloride, $^{99m}Tc$ - MIBI, $^{99m}Tc$(V) - DMSA SPECT has been used in distinguishing lung cancer from benign lesion. To compare the diagnostic efficacy of SPECT with these tumor - seeking agents, we perfonned three consecutive SPECT using $^{201}TI$, $^{99m}Tc$ - MIBI, $^{99m}Tc$(V) - DMSA in same subjects with a solitary pulmonary lesion. Methods: SPECT was carried out at 10min and 3hr for $^{201}TI$ after injection of 20mCi, and 2hr for $^{99m}Tc$ - MIBI and $^{99m}Tc$(V) - DMSA after injection of 20mCi, respectively, in 37 patients with a solitary pulmonary lesion(27 lung cancer and 10 benign diseases). In patients showing visual uptake on lesion site, we obtained the lesion - to - background(target lesion/contralateral normal lung) uptake ratio from transverse slice for each radionuclide and also calculated the retention index for $^{201}TI$. Results: The diagnostic sensitivity of $^{201}TI$, $^{99m}Tc$ - MIBI and $^{99m}Tc$(V) - DMSA SPECT to lung cancer was 100%, 96% and 73%, and the specificity was 40%, 70% and 70%, respectively. The low specificities for these agents were mainly due to high positive uptake in patients with active pulmonary tuberculosis. There were no significant differences in uptake ratios and retention index between malignant and benign lesions, and among the histologic types of lung cancer. Conclusion : $^{201}TI$ and $^{99m}Tc$ - MIBI showed higher sensitivity than $^{99m}Tc$(V) - DMSA for detecting lung cancer, but was of limited usefulness in distinguishing lung cancer from benign lesion due to low specificity, especially in area with a high prevalence of active pulmonary tuberculosis.

• Journal of Bio-Environment Control
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• v.29 no.3
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• pp.239-244
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• 2020

Effect of 6kg large unit with the carton box (20% open ratio) and MA box (10,000cc·m^-2·day^-1·atm^-1 oxygen transmission rates modified atmosphere package), and the 100g small unit with MA film on asparagus sensory quality were evaluated. The CO₂ concentration depended largely on the packing unit and maintained at around 3% in small MA packages, whereas in the MA box increased to 12%. Ethylene concentration rapidly increased until after 3 days of storage in MA packages and then decreased to maintain 5μL·L^-1. Unrelated to the unit size, the lower weight loss was obtained in MA packages. A significant difference in visual quality was shown since the 15th day, the best and worst were the MA box and small MA package on the finish day. Off-odor was the highest in small MA packages and the lowest in the carton box (< 3.0). Although there was no significant difference in firmness among all treatments, the packages showed the highest firmness in tips and stems, respectively. The sugar content and hue angle decreased during storage, but there was no statistical difference in all treatments. EL was lowest and highest in small MA package and carton box, respectively. On the 10th day, the total aerobic bacteria was lowest in small MA packages, but no significant difference on the 20th day. E. coli was not found in all treatments on the 10th day, while it was the lowest in the MA box on the 20th day. The mold and yeast were not observed during the whole storage. Based on the above results, the carton box packaged with 10,000cc OTR film was more effective in maintaining the quality of green asparagus with the suitable CO₂ concentration for asparagus cold storage.

• Progress in Medical Physics
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• v.14 no.2
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• pp.90-98
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• 2003

Purpose : A new virtual simulation technique for craniospinal irradiation (CSI) that uses a CT-simulator was developed to improve the accuracy of field and shielding placement as well as patient positioning. Materials and Methods : A CT simulator (CT-SIM) and a 3-D conformal radiation treatment planning system (3D-CRT) were used to develop CSI. The head and neck were immobilized with a thermoplastic mask while the rest of the body was immobilized with a Vac-Loc. A volumetric image was then obtained with the CT simulator. In order to improve the reproducibility of the setup, datum lines and points were marked on the head and body. Virtual fluoroscopy was performed with the removal of visual obstacles, such as the treatment table or immobilization devices. After virtual simulation, the treatment isocenters of each field were marked on the body and on the immobilization devices at the conventional simulation room. Each treatment fields was confirmed by comparing the fluoroscopy images with the digitally reconstructed radiography (DRR) and digitally composited radiography (DCR) images from virtual simulation. Port verification films from the first treatment were also compared with the DRR/DCR images for geometric verification. Results : We successfully performed virtual simulations on 11 CSI patients by CT-SIM. It took less than 20 minutes to affix the immobilization devices and to obtain the volumetric images of the entire body. In the absence of the patient, virtual simulation of all fields took 20 min. The DRRs were in agreement with simulation films to within 5 mm. This not only reducee inconveniences to the patients, but also eliminated position-shift variables attendant during the long conventional simulation process. In addition, by obtaining CT volumetric image, critical organs, such as the eyes and the spinal cord, were better defined, and the accuracy of the port designs and shielding was improved. Differences between the DRRs and the portal films were less than 3 m in the vertebral contour. Conclusion : Our analysis showed that CT simulation of craniospinal fields was accurate. In addition, CT simulation reduced the duration of the patient's immobility. During the planning process. This technique can improve accuracy in field placement and shielding by using three-dimensional CT-aided localization of critical and target structures. Overall, it has improved staff efficiency and resource utilization by standard protocol for craniospinal irradiation.

• Geophysics and Geophysical Exploration
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• v.12 no.1
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• pp.121-131
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• 2009

In recent years, microtremor array observations have been used for estimation of shear-wave velocity structures. One of the methods is the conventional spatial autocorrelation (SPAC) method, which requires simultaneous recording at least with three or four sensors. Modified SPAC methods such as 2sSPAC, and linear array methods, allow estimating shear-wave structures by using only two sensors, but suffer from instability of the spatial autocorrelation coefficient for frequency ranges higher than 1.0 Hz. Based on microtremor measurements from four different size triangular arrays and four same-size triangular and linear arrays, we have demonstrated the stability of SPAC coefficient for the frequency range from 2 to 4 or 5 Hz. The phase velocities, obtained by fitting the SPAC coefficients to the Bessel function, are also consistent up to the frequency 5 Hz. All data were processed by the SPAC method, with the exception of the spatial averaging for the linear array cases. The arrays were deployed sequentially at different times, near a site having existing Parallel Seismic (PS) borehole logging data. We also used the imaginary part of the SPAC coefficients as a data-quality indicator. Based on perturbations of the autocorrelation spectrum (and in some cases on visual examination of the record waveforms) we divided data into so-called 'reliable' and 'unreliable' categories. We then calculated the imaginary part of the SPAC spectrum for 'reliable', 'unreliable', and complete (i.e. 'reliable' and 'unreliable' datasets combined) datasets for each array, and compared the results. In the case of insufficient azimuthal distribution of the stations (the linear array) the imaginary curve shows some instability and can therefore be regarded as an indicator of insufficient spatial averaging. However, in the case of low coherency of the wavefield the imaginary curve does not show any significant instability.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.124-136
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• 2018

In this study, we applied the flipped-classroom to the general chemistry experiment lecture of the domestic university with strong teacher-led, and explored the effects and possibilities of the course. For this purpose, 30 students who were enrolled in the Science Education Department of the College of Education in the metropolitan area were randomly assigned to two groups, namely, the flipped-classroom group and the traditional class group. Then, we developed a general chemistry experiment lessons based on the flipped-classroom along with visual materials and we applied the lessons for 15 weeks. After all the classes, we conducted a survey to see the students' perception of the general chemistry experiment lecture by flipped classroom. As a result of analysis, the students of the flipped-classroom group were more positive than the students of the traditional class group in terms of the usefulness of the class activity, the importance of each activity element for the successful learning, the learning level, and the intention for another lesson. As a result of analyzing students' perceptions in terms of general chemical experiment activities such as conducting experiments or writing reports and understanding the contents of experiments, the average score of the flippedclassroom group was higher than the traditional class group, and the main cause of this result was the video material provided by prior learning activities. In addition, as a result of analyzing students' perceptions in terms of interactions and self-directed learning in class, the average score of the flipped-classroom group was generally higher than the traditional class group. In particular, students' interactions and self-directed learning were statistically significant differences between the two groups. And the students' perception of video material was very positive, and it was analyzed that the video that the instructor directly explained experiment theory and method was the most favorite videos of students. We discussed educational implications of these findings.