• Maxillofacial Plastic and Reconstructive Surgery
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• v.37
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• pp.25.1-25.9
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• 2015

Background: During the orthognathic surgery, it is important to know the exact anatomical location of the mandibular foramen to achieve successful anesthesia of inferior alveolar nerve and to prevent damage to the nerves and vessels supplying the mandible. Methods: Cone-beam computed tomography (CBCT) was used to determine the location of the mandibular foramen in 100 patients: 30 patients with normal occlusion (13 men, 17 women), 40 patients with skeletal class II malocclusion (15 men, 25 women), 30 patients with skeletal class III malocclusion (17 men, 13 women). Results: The distance from the anterior border of the mandibular ramus to mandibular foramen did not differ significantly among the three groups, but in the group with skeletal class III malocclusion, this distance was an average of $1.43{\pm}1.95mm$ longer in the men than in the women (p < 0.05). In the skeletal class III malocclusion group, the mandibular foramen was higher than in the other two groups and was an average of $1.85{\pm}3.23mm$ higher in the men than in the women for all three groups combined (p < 0.05). The diameter of the ramus did not differ significantly among the three groups but was an average of $1.03{\pm}2.58mm$ wider in the men than in the women for all three groups combined (p < 0.05). In the skeletal class III malocclusion group, the ramus was longer than in the other groups and was an average of $7.9{\pm}3.66mm$ longer in the men than women. Conclusions: The location of the mandibular foramen was higher in the skeletal class III malocclusion group than in the other two groups, possibly because the ramus itself was longer in this group. This information should improve the success rate for inferior alveolar nerve anesthesia and decrease the complications that attend orthognathic surgery.

• The korean journal of orthodontics
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• v.45 no.3
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• pp.121-129
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• 2015

Objective: This study aimed to assess three-dimensional changes in the temporomandibular joint positions and mandibular dimensions after correction of dental factors restricting mandibular growth in patients with Class II division 1 or division 2 malocclusion in the pubertal growth period. Methods: This prospective clinical study included 14 patients each with Class II division 1 (group I) and Class II division 2 (group II) malocclusions. The quad-helix was used for maxillary expansion, while utility arches were used for intrusion (group I) or protrusion and intrusion (group II) of the maxillary incisors. After approximately 2 months of treatment, an adequate maxillary arch width and acceptable maxillary incisor inclination were obtained. The patients were followed for an average of 6 months. Intraoral and extraoral photographs, plaster models, and cone-beam computed tomography (CBCT) images were obtained before and after treatment. Lateral cephalometric and temporomandibular joint measurements were made from the CBCT images. Results: The mandibular dimensions increased in both groups, although mandibular positional changes were also found in group II. There were no differences in the condylar position within the mandibular fossa or the condylar dimensions. The mandibular fossa depth and condylar positions were symmetrical at treatment initiation and completion. Conclusions: Class II malocclusion can be partially corrected by achieving an ideal maxillary arch form, particularly in patients with Class II division 2 malocclusion. Restrictions of the mandible in the transverse or sagittal plane do not affect the temporomandibular joint positions in these patients because of the high adaptability of this joint.

• Journal of Korean society of Dental Hygiene
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• v.21 no.6
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• pp.813-820
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• 2021

Objectives: This study was conducted to verify the effectiveness of the VR-applied head and neck anatomy class and to be used as basic data for the development of a teaching method using VR in the basic dental hygiene field. Methods: A convenience sample was extracted from 128 students and graduates who completed the head and neck anatomy class at the department of dental hygiene at a university in Gwangju. From June 1 to July 31, 2021, an online survey was conducted on class attitude and satisfaction, and statistical analysis was performed using frequency analysis and independent sample t-test. Results: Class attitude (3.79), interest (3.64), attention (3.88), learning motivation (3.80), and achievement motivation (3.84) were all high in the head and neck anatomy VR application group (p<0.01). Satisfaction (3.99), relevance of class content (4.06) and class achievement (3.96) were high in the head and neck anatomy VR application group (p<0.01). The suitability of class attitude (3.65) and class content (sub-item of class satisfaction) (4.13) was high in the group with the 4th industrial revolution education experience (p<0.05). Conclusions: The effect of VR application in the head and neck anatomy class was confirmed to increase students' class attitude and satisfaction. In the basic dental hygiene curriculum, it will be necessary to develop and utilize teaching methods related to the 4th industrial revolution and VR application classes.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.95-107
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• 2009

The purpose of this study was to investigate the effect of social skill training on the class cohesiveness of Elementary School students. The experimental group received 12 times of the social skills training for 6 week period. And each training session which lasted for 40 minutes took place twice a week. A total of 59 5th grade students in randomly selected two classes of D Elementary School in N. Gyongsang participated in this study. They were divided into the two groups, again at random; an experimental group(N=30, Male=18, Female=12) and a control group(N=29, Male=15, Female=14). In this study, the class cohesiveness performance test reorganized into 20 items for the level of elementary students by Shin-suk Gang, was applied, after complemented. And, the collected data were analysed through SPSS 14.0. T-test was applied to find out the difference of the average between the experimental group and the control group and the average difference in the pre-and post-test of the experimental group alone, and to see whether the control group and the experimental group are homogeneous. The research design of this study is pre-and post-test control group design. The result of this study is as follows: The result of Independent t-test and Paried t-test on the cohesiveness score and sub-factor scores tells us that the experimental group which received the social skills training showed better achievement that deserves our attention compared to the control group. This result suggests that student's class cohesiveness(class atmosphere, mutual trust, morale, a sense of unity, communication) is positively affected by the social skill training. Accordingly, social skill training which develops class cohesiveness can be an effective strategy for elementary school students to make them more intimate and cooperative with their classmates.

• Restorative Dentistry and Endodontics
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• v.25 no.1
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• pp.56-62
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• 2000

The purpose of this study was to assess the effects of restorative materials on the marginal leakage of wedge-shaped class V cavity. The study was performed in vitro in 25 defect-free permanent, extracted teeth. Wedge-shaped class V cavities were prepared and then the teeth were randomly selected and restored according to the following. Group A : restoration with Tetric Ceram(composite resin) Group B : restoration with Tetric flow(flowable resin) Group C : restoration with Compoglass after acid etching(compomer) Group D : restoration with Compoglass(compomer) Group E : restoration with Fuji II LC improved(resin-modified GIC) After thermocycling, the specimens were immersed in 5% basic fuchsin solution for 6 hours and sectioned longitudinally through the center of the restoration. The degree of marginal leakage was measured as the extent of dye penetration under the stereomicroscope. The data were analysed using one-way ANOVA. When significant differences found, multiple comparisons were made using Duncan's Multiple Range Test. The results were as follows: 1. The occlusal margins of all groups except for Fuji II LC improved showed lesser leakage than gingival margins and there was statistically significant difference(p<0.05). 2. At the occlusal margins, group A, B showed same marginal leakage scores, and others were decreased as group C, D, E in that order. There were statistically significant difference between group A, Band group D, E, group C and group E(p<0.05). 3. At the gingival margins, group B, C showed same marginal leakage scores, and others were decreased as group A, D, E in that order. But there was statistically significant difference between group B, C and group E(p<0.05). 4. In the Compoglass restoration, acid-etching technique was beneficial for marginal sealing ability at all of margins. But there was no statistically significant difference (p>0.05). In the restorations for wedge-shaped class V cavities, resin restoration with acid etching technique is recommended.

• The korean journal of orthodontics
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• v.48 no.6
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• pp.357-366
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• 2018

Objective: The purpose of this study was to analyze the transverse dental compensation in reference to the maxillary and mandibular basal bones using cone-beam computed tomography (CBCT) and evaluate the correlations between transverse dental compensation and skeletal asymmetry variables in patients with skeletal Class III malocclusion and facial asymmetry. Methods: Thirty patients with skeletal Class I (control group; 15 men, 15 women) and 30 patients with skeletal Class III with menton deviation (asymmetry group; 16 men, 14 women) were included. Skeletal and dental measurements were acquired from reconstructed CBCT images using OnDemand3D 1.0 software. All measurements were compared between groups and between the deviated and nondeviated sides of the asymmetry group. Correlation coefficients for the association between skeletal and dental measurements were calculated. Results: Differences in the ramus inclination (p < 0.001), maxillary canine and first molar inclinations (p < 0.001), and distances from the canine and first molar cusp tips to the midmaxillary or midmandibular planes (p < 0.01) between the right and left sides were significantly greater in the asymmetry group than in the control group. In the asymmetry group, the ramus inclination difference (p < 0.05) and mandibular canting (p < 0.05) were correlated with the amount of menton deviation. In addition, dental measurements were positively correlated with the amount of menton deviation (p < 0.05). Conclusions: Transverse dental compensation was correlated with the maxillary and mandibular asymmetry patterns. These results would be helpful in understanding the pattern of transverse dental compensation and planning surgical procedure for patients with skeletal Class III malocclusion and facial asymmetry.

• Research in Mathematical Education
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• v.18 no.4
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• pp.307-319
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• 2014

This research is a survey study on students' attitude toward a class employing small group discussion and presentation by the method of free-listing. Participants in this study were students who registered in the course of Mathematical Logics and Writing during 2011 and 2014. Senior students who took the course of theory of mathematics education previously usually registered the course. The class for this course used to be designed as a class adopting group discussion and presentation. Main theme of this research is not to demonstrate some theories or hypothesis on teaching and learning, but rather to inquire students' attitude toward a class employing the constituents first and then through analyzing the results of this study to find practical ideas and strategy for design and implementation of a class which brings cultivation of students' understanding, communication and moreover writing in mathematics. Since the survey was given in the $8^{th}$ week of this class, participants of this research could be expected to have more concrete idea for positive or negative aspects of the classes employing these constituents. We compared both research results of 2011 and 2014 to view any changes in students' attitude. Research results are follows. Students began to think that group discussions and presentation bring out better learning to them. Not to give students psychological burden of discussion and presentation, instructors need to provide comfortable atmosphere through arranging suitable grouping and enough time for discussion. Moreover, simple evaluations criteria for group discussions and presentation should be well structured and more concrete guides for them are required to make students to feel comfortable and to concentrate on the given subject for discussion.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.133-142
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• 2010

The purpose of this study is to examine the influence of encouragement-centered class management on elementary students' adaptation to school life and self-encouragement. The various encouragement-centered class management tactics were developed which were based on Adler's Individual psychology theory. Subjects were two classes which were 5th grade at A elementary school in Gwangju. One class was experiment group(n=28) and the other class was control group(n=31). Data were collected through the school adaptation scale(kang, 2008) and self-encouragement scale(Gi and Hong, 2008). The collected data were analysed using ANCOVA. The results of this study were following; First, school adaptation score had improved significantly in experimental group than the control group. Second, self-encouragement score had improved significantly in experimental group than the control group.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.97-105
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• 2016

The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

• Journal of People, Plants, and Environment
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• v.24 no.6
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• pp.595-608
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• 2021

Background and objective: For effective horticultural education, it is required to develop kits for practice. In this study, we developed a horticultural kit for germination that introduces storytelling, characterization, and assembly, and investigated the educational effects of using it to study its educational differentiation and usefulness. Methods: First, we developed a seed germination kit for learning. It consists of three components: the kit main frame for hydroponics, the activity sheet for storytelling, and the instruction manual. It is made into an acrylic assembly in consideration of the ease of delivery for contactless learning. Second, we developed two programs, each using a germination kit for horticultural education (experimental group) and a general germination kit program (control group). At this time, the class consists of pre-questionnaire, the 1st and 2nd classes, observation log writing (total six times for two weeks), the 3rd class, and post-questionnaire. The experimental group and control group were separately executed. Third, the application results were compared and analyzed before and after class. As a quantification questionnaire, the effects before and after class were compared through t-test with a questionnaire on program satisfaction and attitude change toward plants. The quantitative results were analyzed through observation activity sheets and effects before and after the class were analyzed through t-test with quantification and language coding. Results: The effect of horticulture education using the developed kit was estimated by a quantification questionnaire. Both the program satisfaction and the change in attitude toward plants showed high in the experimental group, and this difference was statistically significant (p < .05). As a result of analyzing the observation paper with a qualitative questionnaire, various cognitive and affective expressions appeared in the experimental group as well as the contents of the observation paper. The number of syllables and various qualitative expressions appeared, and these differences were also statistically significant (p < .05). Conclusion: Compared to general germination activities, it was found that the germination activities using storytelling-based horticultural kits would be effective for contactless classes in the post-COVID-19 era and in increasing the educational effect of horticultural activities.