• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.4
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• pp.201-211
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• 2017

This study provided a rubric prior to the performance of a task in a coding class and aimed to verify its effect. As for the research contents, this study redesigned the rubric developed in the preceding studies for the purpose of this study, presented that to the students and conducted a verification of its effects on the computer efficacy and academic achievement of the students who participated in the experiment, conducting a class. For this purpose, with 41 students in an experimental group, to which the rubric was presented to conduct the class and 39 students in a control group to which the rubric was not presented to conduct the class, this study conducted a six-week class and conducted a survey on their self-efficacy in the computer and a test to measure their academic achievement before and after the experiment. As a result, there were more positive effects on both computer efficacy and academic achievement in the group to which a rubric was presented and in which a rubric evaluation was conducted than in the control group. Through the result of this study, it was noted that the evaluation method presenting more specific and more detailed standards for performance and the level of the standards would have positive impacts on the learners' learning.

• Journal of Power Electronics
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• v.16 no.5
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• pp.1678-1688
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• 2016

This paper presents a capacitive power transfer (CPT) system using a Class-E resonant inverter. A Class-E resonant inverter is chosen because of its ability to perform DC-to-AC inversion efficiently while significantly reducing switching losses. The proposed CPT system consists of an efficient Class-E resonant inverter and capacitive coupling formed by two flat rectangular transmitter and receiver plates. To understand CPT behavior, we study the effects of various coupling distances on output power performance. The proposed design is verified through lab experiments with a nominal operating frequency of 1 MHz and 0.25 mm coupling gap. An efficiency of 96.3% is achieved. A simple frequency tracking unit is also proposed to tune the operating frequency in response to changes in the coupling gap. With this resonant frequency tracking unit, the efficiency of the proposed CPT system can be maintained within 96.3%-91% for the coupling gap range of 0.25-2 mm.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.278-289
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• 2017

The purpose of this study is to investigate the effect of science writing heuristic class on 'seasonal change' on elementary school students' science learning motivation and scientific attitude. In order to carry out this study, 49 students from 6 grade of elementary school in P metropolitan city were selected and 24 students in one class were selected as experimental group and 25 students in the other class were selected as the comparative group. The experimental group was taught science writing heuristic in 10 times classes related to the 'seasonal change' and the general classes related to the 'seasonal change' were conducted in the comparative group. Based on the results of this study, the conclusions are as follows. First, the science writing heuristic class about 'seasonal change' showed a significant effect on elementary school students' science learning motivation for science class. This is analyzed as a result of the students being more familiar with their science class through science writing heuristic class. Second, the science writing heuristic class about 'seasonal changes' showed a significant effect on elementary school students' scientific attitude. This is because the science writing heuristic class offered elementary school students an opportunity to combine their experiences in daily life with the contents of the class. Third, students' participation, satisfaction, and interest in the science writing heuristic class applied in this study were high. Therefore, it seems to be effective if the science writing heuristic class is used for science class for elementary school students.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.81-91
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• 2020

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

• The korean journal of orthodontics
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• v.25 no.6 s.53
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• pp.665-674
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• 1995

The purpose of this study is to investigate the cephalometric characteristics of the open-bite patients with DJD of TMJ. The DJD open-bite cases were compared with normal samples and Class II open-bite cases with normal TMJ respectively. Twenty three open-bite patients with bilateral DJD of TMJ($13.9\~35.3$ yens old, Group I) were selected from the Department of Orthodontics, SNUDH. Group ll consisted of thirteen Class II open-bite cases($13.2\~27.4$ years old) with no TMD signs/symtoms and good condylar shapes. Group III samples were the forty eight healthy dental students who have Class I molar relationships with no history of orthodontic treatment, good facial balance and no TMD symptoms($20.0\~26.8$ years old). First, sixty measurements in the lateral cephalometric radiographs and analysis of variance(P<0.05, Scheffe) were used to compare these three groups. The seven measurements showed significant difference(p<0.05) between Group I and Group II. After analysis of variance, six of them were used for the discriminant analysis(Wilks' stepwise analysis) and the discrminant function for Group I/Group II was obtained. The results and conclusions were as follows : In most of the measurments, Group I and Group II showed the same skeletal and dental characteristics. But seven of the sixty measurements(FH-PP angle, SNB, FH-ArGo angle, articulare angle, genial angle, upper gonial angle and Ar-Go length) were significantly different(p<0.05) between Group I and Group II. These differences may be explained by the fact that in DJD cases the mandible rotated backward due to the shortening of the ramus following the degenerative destruction of condylar head and its surrounding structures. The resulting discriminant function was : $D={-0.120X}_1+{0.066X}_2+{0.144X}_3-{0.058X}_4+2000,\;where\;X_1=ArGo\;length(mm),\;X_2=SArGo\;angle(degree),\;X_3=FH-PP\;angle(degree),\;X_4=Gonial\;angle(degree)$. Mean of the group centroids was -0.555 and percent of the 'grouped' cases correctly classified was $88.89\%$.

• The korean journal of orthodontics
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• v.41 no.2
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• pp.127-137
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• 2011

Objective: The aim of the study was to compare the opening and protrusive mandibular movements between Class I and Class II malocclusions in healthy adolescents by clinical and axiographic evaluations. Methods: Mechanical axiography was performed on non-orthodontically treated, temporomandibular disorder (TMD)-free adolescents (12 - 16 years) with Class I (n = 38, 16 boys, 22 girls) or Class II (n = 40, 19 boys, 21 girls) malocclusion. Opening and protrusive movements were measured clinically and axiographically. Intergroup comparisons were evaluated by t-tests. Results: In opening movement, the maximum clinical opening capacity was significantly different (p ${\leq}$ 0.05) between the groups. In protrusive movement, the Class II group had significantly greater maximum clinical protrusion (p < 0.001) and maximum axiographic protrusive length (p < 0.01) than the Class I group. No significant difference in the other opening and protrusive axiographic measurements was observed. Conclusions: TMD-free adolescents with Class II malocclusion have increased protrusive capacity compared with TMD-free adolescents with Class I malocclusion; however, the detected differences could be normal variations during adolescence.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.54-64
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• 2016

The purpose of this study was to see the influences of science class applying learning cycle emphasized exploration on science learning motivation and scientific attitude of elementary students. The results drawn from this analysis were as below. Firstly, positive relationship was found between science learning motivation and science class applying learning cycle emphasized exploration among the research group. This shows that science learning motivation was improved by science class applying learning cycle emphasized exploration. It indicates that science class applying learning cycle emphasized exploration is effective in improving science learning motivations. Secondly, positive relationship was found between scientific attitude and science class applying learning cycle emphasized exploration among the research group and this means that science class applying learning cycle that emphasizes exploration stimulates intellectual curiosity of elementary school students and improves their scientific attitude. Thirdly, students thought that science class applying learning cycle emphasized exploration was very effective to improve their satisfaction, interest, participation in their science classes. Above results show that science class applying learning cycle emphasized exploration is highly effective for elementary students. Thus, it is needed to utilize science class applying learning cycle emphasized exploration to current science class as it can promote wider scientific activities among elementary school students.

• The Korean Journal of Blood Transfusion
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• v.24 no.3
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• pp.233-240
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• 2013

Background: A previous history of transfusion has been known to be associated with production of anti-HLA class I antibodies. However, platelet glycoproteins are the main target of idiopathic thrombocytopenic purpura (ITP). The mechanism of antibody production is known to differ significantly between glycoproteins and anti-HLA class I. The aim of this study was to evaluate the clinical significance of anti-HLA class I antibodies in childhood ITP. Methods: Enrollment for the normal control group targeted 48 people who visited Gyeongsang National University Hospital from 1990 to 2010, and 48 young children with ITP. Anti-glycoproteins and anti-HLA class I antibodies were tested using the Modified Antigen Capture Enzyme-linked immunosorbent assay (MACE) kit. Results: The positive rate of anti-HLA antibodies was significantly different [36/39 (92.3%) vs 29/46 (63%)] [ITP group vs normal control group] (P=0.002). The mean positive S/C ratio of anti-HLA antibodies was also significantly different (3.55 vs 1.51) [ITP group vs normal control group] (P=0.0000). The positive rate of anti-HLA did not differ significantly between the transfused group and the non-transfused group [12/12 (100%) vs 24/27 (88%)] [transfused ITP vs non-transfused ITP]. The mean positive S/C ratio of anti-HLA antibodies did not differ significantly between the transfused ITP group and the non-transfused ITP group (4.30 vs 3.25) [transfused ITP vs non-transfused ITP]. Consecutive testing showed that positive rate and positive S/C ratio of anti-HLA antibodies did not change significantly between sampling times in both groups [transfused ITP vs non-transfused ITP] (P=1.00 and P=0.15). Conclusion: Anti-HLA class I antibodies may be involved in childhood ITP. Transfusion did not affect the course of childhood ITP.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.253-261
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• 2022

In this study, the educational effect were sought to be identified after developing and applying project learning for the artificial intelligence based liberal arts education for the non-computer majors. A paired-sample t-test was performed within each group to determine the extent of improvement in the learning flow and artificial intelligence efficacy in the experimental and control groups. After class, an independent sample t-test was performed to examine the statistical effects of pre-test and post-test on the learning flow and artificial intelligence efficacy in the experimental and control groups. The experimental group and control group demonstrated significant improvements in the learning flow and artificial intelligence efficacy before and after class, each respectively. There was no statistically significant difference in the learning flow between the experimental group for which the project learning method was applied and the control group for which only theory and practice were conducted in the artificial intelligence class. It was also confirmed that the experimental group for which the project learning method was applied improved the efficacy of artificial intelligence to a significant level compared to the control group which only proceeded with theory and practice.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.103-113
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• 2001

The teaching-learning method utilizing Web makes it possible for the students take the initiative in any field and offers the teaching strategy, methodology and teaching-learning materials suitable for students' ability and standard. The purpose of this study is to investigate the characteristics of WBI in mathematics class for the effective teaching and learning focusing on the unit 'Function' in the 1st grade of middle school and verify its effectiveness by developing the WBI programs which can progress learning achievement and applying them to math class. Two hypotheses were established for this study. Hypothesis 1 : There will be meaningful difference between the group that studies under WBI and the one that doesn't, Hypothesis 2 : There will be meaningful difference in the attitude and interest toward learning between the group that studies under WBI and the one that doesn't. In order to find out the result, I have made a comparative analysis through t-verification on the object of two classes of the 1st grade in P middle school that I have been working for. The result shows that the class utilizing WBI is more effective than the traditional lecture-oriented class since there is a meaningful difference between the control group and experimental one and also that the class based on WEB has a great influence on students' interest and positive attitude toward math class.