• Journal of the korean academy of Pediatric Dentistry
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• v.36 no.3
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• pp.420-426
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• 2009

The purpose of this study was to evaluate skeletal and soft tissue changes that occur after using a facemask for treatment of skeletal class III malocclusion, and to assess the relapse pattern when no retention appliance was used. Fifteen skeletal class III malocclusion patients were treated with a facemask for an average of 12 months. No retention appliance was used during the 1 year follow-up period. Cephalograms were taken during pretreatment, posttreatment, and the 1 year follow-up. Cephalograms were traced, analyzed, and the results were compared between cephalograms. All patients showed significant sagittal skeletal changes after treatment, but they also showed a significant relapse during the 1 year follow-up period when no retention appliance was used. Despite the relapse, the sagittal skeletal changes that remained were still significant. Vertical skeletal change was also significant after treatment, but the total change was not significant after a 1 year follow-up due to relapse. In soft tissue changes, facial convexity and upper lip position improved after treatment and this change remained significant after the 1 year follow-up period. Facemask therapy is therefore an effective method for treatment of skeletal class III malocclusion, however, retention is imperative to maintain the treatment effect.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1389-1407
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• 2013

The purpose of this study was to inquiry of perception on the characteristics of applying students for vocational education division in the CSAT(College Scholastic Ability Test) and what were characteristics of main group by industry department teachers of specialized vocational high school. Therefore, it was highly desirable that researchers to survey what were change on the characteristics of applying for vocational education division in the CSAT and what were prospect on applying group for vocational education division in the CSAT. The survey included 100 industry department teachers of specialized vocational high school on 9 regions from Korea. The analysis of survey results were by regions, industry department teacher's career of specialized vocational high school. The results were as follows. Main reasons of reducing on applying for vocational education division in the CSAT after the class of 2010 was policy of employment reinforce in specialized vocational high school by government. The next reason was increasing students who want the next stage of education not requiring results of the CSAT. Leading group of reducing on applying for the CSAT after the class of 2010 was fine grade group. Prospect on number of applying students for vocational education division in the CSAT was maintenance on the minimum number of applying students for the CSAT, after lasting of reducing state.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.509-520
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• 2022

This study investigated the impact of elementary school science classes based on collaborative problem-solving on the character competency of students. For this purpose, students from 2 classes in 5^th grade at an elementary school in a metropolitan city were targeted, and elementary science classes based on collaborative problem-solving were developed and applied to the 5 topics selected from the 'dissolution and solution' unit in the elementary science curriculum. In order to investigate the effect of science class based on collaborative problem-solving on the character competency of students, results of the character competence test before and after the class, reflective writing activity sheets filled out by the students in the experimental group, and questionnaires regarding their changes in character competency after the class were analyzed. The results showed that elementary science classes based on collaborative problem-solving were effective in cultivating the character competence of elementary school students.

• Journal of dental hygiene science
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• v.23 no.4
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• pp.245-254
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• 2023

Background: This study aimed to determine the skeletal and dental effects in pediatric and adolescent Korean patients with Class II Division 1 malocclusion treated using the Invisalign Mandibular Advancement (MA^®) appliance. Methods: The study included patients aged 6 to 18 years who received orthodontic treatment with the MA^® appliance for Class II Division 1 malocclusion at the Department of Pediatric Dentistry, Wonkwnag University Daejeon Dental Hospital, between July 1, 2018, and December 31, 2021. The treatment group consisted of 20 patients, 10 boys and 10 girls. The control participants were also 10 boys and 10 girls. Lateral cephalometric radiographs were taken before and after treatment, and 41 measurements of skeletal and dental changes were measured and analyzed using the V-Ceph^TM 8.0 (Osstem Implant). All analyses were performed using SPSS software (IBM SPSS for Windows, ver 26.0; IBM Corp.), and statistical significance was tested using paired and independent samples t-tests for within-group and between-group comparisons, respectively. Results: The patients in the treatment group showed significant decreases in ANB (A point, Nasion, B point), maxillary protrusion, maxillary anterior incisor labial inclination, and maxillary protrusion after treatment. However, when compared with the growth changes observed in the control group, only ANB and maxillary protrusion decreased, with no significant differences in SNA, SNB, and mandibular length. Conclusion: Collectively, the results of this study confirm that the use of MA^® appliance in pediatric and adolescent Korean patients with Class II Division 1 malocclusion results in a reduction of anteroposterior skeletal and dental disharmony.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.32 no.6
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• pp.575-579
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• 2006

Purpose : The purpose of this study was to evaluate peri-implant bone loss and implant success on anterior maxillary alveolar ridges and Compare Class III and Class IV ridges in the aspect of peri-implant bone loss. Material and Methods : 14 patients (aged 21 to 68, 6males and 8females), who lacked maxillary anterior teeth and were installed from January 2000 to April 2003 at Samsung Medical Center, were selected. The type of implant used included 30 $Br\ddot{a}nemark$ implant. They were taken with digital tomographic and conventional intraoral radiographic examinmation, and were treated with implant installaion without bone augmentation. The peri-implant bone resorption was measured at the mesial and distal aspect of implant on the conventional intraoral radiographs. Results : The study classified the anterior maxillary alveolar ridge and measured peri-implant bone resorption from the period of implant installation to the 2nd year after functional loading radiographically. The study revealed no statistically significant difference between two groups, which was classified by its morphology. The average bone resorption on healing period before loading was 0.18mm and 0.18mm, the 1st year of loading period, 0.77 mm and 0.84mm, and on the 2nd year of loading period, 0.07mm and 0.06mm, respectively on both Class III and class IV. Conclusion : In the knife edge form of anterior maxillary residual ridges(Class IV), implant placement without ridge augmentation does not have significant difference with that of Class III alveolar ridge in the concern of Implant success after 2 year functional loading period in the aspect of peri-implant bone resorption radiographically.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.613-623
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• 2017

This study is aimed at verifying the effect of class-based group art therapy program on child's emotional regulation and school adjustment improvement. The target of this study consisted of the lowest-leveled 3rd graders among the students attending A Elementary School, located in 00, Daejeon City, who were tested for school adjustment. The class-based group art therapy program was implemented from October 15, 2014 to November 19, 2014, once a week, for 40 minutes for each session, a total of six rounds. For this study, the scale of emotional regulation and school adjustment was used by pre-post comparison. As an analysis method for verifying the effects of this study, ANCOVA was used in consideration of pre-test, in comparison of post-test results between groups, regarding the scale factors of emotional regulation and school adjustment. As a result of analysis, first, child's emotional regulation was significantly improved after the program performance. Second, child's school adjustment. was significantly improved after the program performance. In conclusion, class-based group art therapy program let children see through the process of emotional change, and properly regulate their emotions. At the same time, the program provided situations in which peers meet together casually, giving a positive change for school adjustment improvement based on the peer relationship. In addition, this study has a meaning to help enjoying school life, by constructing a proper program to be applied at school in a variety of ways.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.38 no.3
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• pp.139-144
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• 2012

This study was performed in order to evaluate the occurrence of temporomandibular joint disorder after surgical correction of skeletal class II malocclusion. Materials and Methods: This study included 21 patients who underwent orthognathic surgery for the correction of dentofacial deformities by a single surgeon at Mokdong Hospital, Ewha Womans University from 2000 to 2010. They underwent bilateral sagittal split ramus osteotomy for the treatment of undesirable mandibular advancement. The temporomandibular disorder (TMD) symptoms prior to surgery were recorded and the radiographic evaluation (panorama, bone scan, and magnetic resonance imaging [MRI]) of the post-surgery temporomandibular joint (TMJ) were assessed in order to evaluate condylar resorption, remodeling and disc displacement. The minimum follow-up period, including orthodontic treatment, was 12 months. Orthognathic procedures included 1-jaw surgery (n=8 patients) and 2-jaw surgery (n=13 patients). The monocortical plate was used for bilateral sagittal split ramus osteotomy fixation. Results: Among class II malocclusion patients with TMD symptom, clicking improved in 29.1%, and maximum mouth opening increased from $34.5{\pm}2.1$ mm to $37.2{\pm}3.5$ mm. The differences were not statistically significant, however. Radiographic changes in bone scan improved slightly based on the report by radiologist but not in TMJ dynamic MRI. Conclusion: No particular improvements were found in patients with joint sound only. Patients with limitation of mouth opening showed an increase in the degree of opening, but the difference was not statistically significant (P>0.05).

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.35-57
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• 2022

This study developed an 'Eco-friendly Clothing Life Cycle' class applying gamification. And the effect of and learners' satisfaction on the class were examined after implementation. The developed class was applied to 40 sophomore students from "A" high school in Gyeonggi-do from February 3, 2022, to February 10, 2022, in a total of 4 sessions. The class was conducted in the stages of production-distribution-consumption-disposal, and was conducted in a way that a mission is solved after learning in Gather Town. It is designed so that learners continuously repeat learning until they accomplish the mission. The learners completed pre-class and post-class questionnaires. And a focus group interview was conducted with a randomly selected group of three learners. According to the pre-/post-class test comparison, the gamification class on the theme of "Eco-friendly Clothing Life Cycle" was found not to have a significant effect on learners' immersion or self-directed learning attitudes. However, in the case of the learners with high levels of non-immersion tendency, the level of immersion in the class increased, and the satisfaction level was positively associated with the level of immersion and self-directed attitude. Learners expressed 'concern' and 'expectation' about the gamification class, and said that although the developed class was using a 'new teaching method', 'appropriate use' was necessary. And learners were evaluated this class as a 'student-centered class' and acknowledged that it allowed 'self-directed learning'. The teacher who implemented the class said that this class was more effective in attracting students' expectations and interests compared to the conventional classes, and that the class in the meta-verse environment was perceived as a new type of class in the non-face-to-face era. The teacher also mentioned that when applied to the actual educational field, a detailed design is needed that allows the learners to proceed smoothly, and the role of the teacher in the class was more important. And the teacher also mentioned that the class should be properly designed so that the expectations given by the 'game' do not obscure the essence of the class.

• Journal of Engineering Education Research
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• v.13 no.5
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• pp.55-60
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• 2010

Chemistry laboratory class was produced for senior high school freshmen with the cooperation of university staffs, high school teachers and the university students. Although the students who will take the lab class are senior high school freshmen, we decided to prepare four experiments that are simple and have highly visible reactions or transformation. That is, 1) Water purification, 2) Surface modification, 3) Briggs-Rauscher reaction, and 4) Polymer synthesis and characterization. After the safety guideline and experiment instructions by the faculty staffs, two teaching assistants (TAs) supervised each experiment. Since taking a direct part in it will provide stronger impact than only being one who is just watching the experiment, all experiments contained some process that the high school students must handle the reagents, tools or the equipment, by themselves. Although, the operation performed by the students was limited to a series of simple actions, the various unique phenomena presented by the experiments impressed the students. The lab class was fruitful not only for high school students, but also good for university students. The lab class provided good opportunity for them to improve the abilities to teach and guide someone.

• Journal of the Korean Institute of Educational Facilities
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• v.9 no.1
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• pp.15-26
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• 2002

According to seventh curriculum, new types of school design have been developed recently. However there are hardly any data of national status about plan and area organization, types and number of rooms of those. On this background, the purpose of this study is to provide fundamental resources for architectural designing and planning of high schools and to recognize national status of plan organizations of high schools through collecting 53 school's standard design drawings(arrangement, plan drawing) which city, province education office drafted for 4 years(from 1997 to 2000) and analyzing them into plan types, building area and type, number and area of rooms. The results of this study are as follows: 1. The range of class number of designed 53 high schools varies from 24 to 36 and 36-class-schools are 47.2% of all. Average number of class is 34.1. As a result we can find out large scale schools are mainly designed. 2. Among 53 schools, 21 schools have the department system but few of them equipped sufficient rooms and their features are very manifold. After recognizing utilization status of each schools, the standards of room type, number and plan organization should be proposed. In terms of plan type for fluent level based transferring class, most of schools are not apt. 3. In the status of type and number of rooms related to class number, range is very wide. So simplification is necessary. 4. The variations of building area, area per a class and area per a student are very large so that standard of adequate area should be established. 5. That every school which has different plan organization from conventional schools exceeds ministry of education's minimum area standards shows those standards cannot cover the diverse plan design of school. So more adequate standards should be proposed. 6. Area and number of Teacher's research room and Home Base are also very manifold from school to school. They are also considered to be simplified immediately.