• English Language & Literature Teaching
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• v.12 no.1
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• pp.103-129
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• 2006

This paper presents a case study of the effectiveness of debate class in promoting speaking skills of advanced learners. The researcher adopted English debate techniques in an English speaking class during four-week teacher training program and investigated how teachers responded to the new technique. Forty-five middle and high school teachers participated in the study and classroom observation, pre-survey, post-survey, and focus group interviews were used as the major research methods. The teacher pre-survey results presented that teachers prefer a conversation class where they can directly acquire proper sentence patterns and speaking strategies rather than spend time in performing communicative events. The results of the focus group interview and post-survey confirmed that a debate class can meet this specific teachers' needs. Most teachers responded positively to the debate classes since: 1) debate techniques are relatively new ideas to Korean teachers; 2) debate techniques require speed and accuracy in speech; thus teachers could learn to present their ideas logically and efficiently in a limited time through repeated argument exercises. The study result implies that debate technique can be an effective vehicle in an EFL context to promote advanced learners' logical thinking skills and logical English sentence structures.

• Communications for Statistical Applications and Methods
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• v.27 no.1
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• pp.15-35
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• 2020

In research on behavioral studies, significant attention has been paid to the stage-sequential process for multiple latent class variables. We now explore the stage-sequential process of multiple latent class variables using the multivariate latent class profile analysis (MLCPA). A latent profile variable, representing the stage-sequential process in MLCPA, is formed by a set of repeatedly measured categorical response variables. This paper proposes the extended MLCPA in order to explain an association between the latent profile variable and the latent group variable as a form of a two-dimensional contingency table. We applied the extended MLCPA to the National Longitudinal Survey on Youth 1997 (NLSY97) data to investigate the association between of developmental progression of depression and substance use behaviors among adolescents who experienced Authoritarian parental styles in their youth.

• Bulletin of the Korean Mathematical Society
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• v.43 no.1
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• pp.189-212
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• 2006

Let $F^{\alpha}G$ be a twisted group algebra with basis ${{\mu}g|g\;{\in}\;G}$ and $P\;=\;{C_g|g\;{\in}\;G}$ be a partition of G. A projective class algebra associated with P is a subalgebra of $F^{\alpha}G$ generated by all class sums $\sum\limits{_{x{\in}C_g}}\;{\mu}_x$. A main object of the paper is to find interrelationships of projective class algebras in $F^{\alpha}G$ and in $F^{\alpha}H$ for H < G. And the a-spherical function will play an important role for the purpose. We find functional properties of a-spherical functions and investigate roles of $\alpha-spherical$ functions as characters of projective class algebras.

• Journal of Engineering Education Research
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• v.22 no.5
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• pp.13-19
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• 2019

It is important to encourage students who are having difficulty learning mathematics and majors due to lack of basic knowledge, and encourage them to improve their academic performance by focusing on and participating in class. The purpose of this study is to confirm the applicability of the Jigsaw Method by analyzing the change of the learner's academic achievement and the attitude of the learner's mathematics by applying the Jigsaw Model. During the four weeks, the Jigsaw Model was applied to 30 experimental students and the instructor-led lectures were given to 36 students in the comparative group. As a result of the study, it was confirmed that the average of the experimental groups applying the Jigsaw model was higher than the average of the comparative group in the lecture class. The results of the survey showed that the Jigsaw Model increased class concentration and participation, helped self - directed learning, and had high learning satisfaction.

• Journal of Oral Medicine and Pain
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• v.26 no.2
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• pp.147-156
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• 2001

The purpose of this study was to identify the difference of vertical movement of mandible according to Angle's molar relationship and by skeletal factors affect to vertical movement of mandible. 172(age ranged from 20 to 30) subjects who go to college within territory of Kwangju city without any experience of temporomandibular disorder, extraction and orthodontic treatment. were selected for this study. The subjects were classified into class I(male:30, female:49), class II(male:18, female:24) and class III(male:18, female:33) according to Angle's molar relationship. The distance was measured between incisal edge of maxillary and mandibular central incisor and between bottom of central fossa of maxillary and mandibular 1st molar with ruler. The arch length and width were measured on the diagnostic cast. Cephalometrics were taken and then traced. Landmarks were identified and analyzed. 1. Maximal interincisal opening of male is larger than that of female in class I, class II and class III. Among each group maximal interincisal distance is the largest in class III. Maximal intermolar distance of male is superior to that of female in class I, class II, and class III, but there is no siginficant difference among them. 2. On maximal opening movement of Angle's classification class I and class II, total mandibular length, mandibular ramal length, madibular inferior border length and upper arch width were important variables and facial length, upper arch length and lower arch length had negative relationship to that. On maximal opening movement of Angle's class III, the upper arch length, the lower arch length and anterior facial length were important variables especially when compared with class I and II, and upper arch width had negative relationship. These results suggest that maximal opening movement is affected by facial morphology in all classes, but each group is affected by different facial skeletal variables. Accordingly, facioskeletal variables might be considered as diagnosis and treatment to improve the amount of mouth opening.

• Journal of The Korean Association For Science Education
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• v.29 no.7
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• pp.783-791
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• 2009

This study was conducted to examine my hypothesis that how teacher's teaching style influences emotional and physiological states of students in the secondary school science classroom. Sixty healthy secondary school students were participated in this study and divided into two groups: manipulation and non-manipulation. Each group underwent different styles of teaching on the scientific hypothesis-generating of com starch experiment. Before and after the class, the strength of emotion was measured using adjective emoticon check lists and they extracted their saliva sample for salivary hormone analysis. Here are the results of this study. First, the intensity of positive emotions in the manipulation group was significantly stronger than the one in the non-manipulation group, whereas the intensity of negative emotions in the non-manipulation group was significantly stronger than the one in the manipulation group. Second, the cortisol level, an indicator of stress, was decreased in the manipulation group whereas it was increased in non-manipulation group. Third, the quality of scientific hypotheses which is generated by students during the class had no connection with types of instructions. Fourth, this study found significantly negative correlation between students' emotional intensity of interest and concentration changes of salivary cortisol. Therefore, the different teaching styles have influence upon students' attitude and interest in science.

• Journal of Information Technology Applications and Management
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• v.23 no.2
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• pp.225-238
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• 2016

The purpose of this study is to develop cyber class contents on website and to verify the effectiveness of the program to reinforce a career education. The participants of the experiment in this study are from Namseoul University who took the cyber class 'Self management and creation of vision.' of the second semester in 2015. They took the class fifty-sixty minutes a week. The control group also includes the students who took the classes 'Theory and practice of school violence prevention' and 'Youth Education theory.' To verify the effectiveness of career education, the data processing in performing this study utilized t-test for homogeneity with the effective variable of career identity and career decision and the result was proved by using paired t-test. The result suggests that the experiment group significantly shows improvement compared with the control group in the view of career identity and career decision level. Therefore we recognize that the web based cyber course has its effect on content development and career education and we anticipate the continuous development and activation of effective cyber education on website for university students in future.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.601-614
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• 2011

The purpose of this study was to investigate significant differences between the application group and nonapplication group of integrated science education in the science class about elementary teachers' perceptions and PCK. The results are as follows. First, no significant differences were found about science teachers' fundamental background variables between the two groups. This results showed that the application of integrated science education didn't have relation with the fundamental background variables. It was found that the application group of integrated science education has a lower frequency than the application group, however, it has been analysed that the application group has been applied at the introduction stage for students' motivation, focused on biology as twice every month. Second, to apply a successful integrated education in the elementary science class, it has analysed that not only teachers should need to understand about application method and concept of integrated science education but also science textbook and teaching-learning material should be developed and diffused in the well-integrated science. Third, it was found that professionality of elementary teachers to teach the scientific content knowledge is not comparatively high and non-application group of integrated science education has a lower PCK than the application group. Therefore, it should be provided that not only training programmes to learn interdisciplinary knowledge related to science, can lead to more understanding about instructional design, teaching strategies and concept for integrated science education should be developed but also chances to participate in various training programmes should be provided to enhance elementary teachers' professionality for integrated science education.

• Journal of Periodontal and Implant Science
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• v.27 no.4
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• pp.845-866
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• 1997

Several experimental studies showed that the application of small amounts of electric current to bone stimulated osteogenesis at the site of the cathode and suggests that the application of electrical currents to periodontal defects could promote bone and cementum formation. The purpose of this study was to determine the effect of direct microcurrent to the periodontal regeneration of class III furcation defects in dogs. Class III furcation defects were surgically created on the third and the fourth premolars bilaterally in the mandibles of nine mongrel dogs. Experimental periodontitis were induced by placing small cotton pellets into the created defects for 3 weeks. The experimental sites were divided into three groups according to the treatment modalities: Group I-surgical debridement only; Group II-allogenic demineralized freeze dried bone grafting; Group III-allogenic demineralized freeze dried bone grafting and electrical stimulation. For fluorescence microscopic evaluation, calcein, oxytetracycline HCI and alizarin red were injected 2, 4 and 8 weeksfS days prior to sacrifice) after surgery. The animals were sacrificed in the 1st, 2nd, 4th and 8th week after periodontal surgery and the decalcified and undecalcified specimens were prepared for histological and histometrical examination. After the first and the second weeks, gingival recession was more severe in group I than groups II and III. After the fourth and the eighth weeks, there was no difference in the width of junctional epithelium and connective tissue attachment among the three groups, but the width of connective tissue attachment increased in group II at the eighth week, compared to the fourth week. The amount of bone repair in new attachment was significantly greater in group III, compared to groups I and II. New attachment formation was significantly greater in group III, compared to groups I and group II. These results suggest that electrical stimulation using microcurrent generator could be a useful tool for periodontal regenerative therapy in class III furcation defect.

• Journal of Periodontal and Implant Science
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• v.54 no.4
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• pp.265-279
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• 2024

Purpose: The aim of current study was to evaluate percentage root coverage (RC%) in isolated Miller class III/RT2 labial gingival recession (GR) associated with malaligned mandibular anteriors, using interdisciplinary periodontal-orthodontic treatment as compared to mucogingival surgery alone. Methods: Thirty-six systemically healthy patients having isolated Miller class III/RT2 GR with respect to malaligned mandibular anteriors, were randomly divided into test group: mucogingival surgery using subepithelial connective tissue graft followed by orthodontic treatment and control group: mucogingival surgery alone. Primary clinical parameters included (RC%), recession depth, keratinized tissue width, mid-labial clinical attachment level, interdental clinical attachment level (iCAL), periodontal phenotype (PP), gingival thickness (GT), root coverage esthetics score (RES) and hypersensitivity. Total duration of follow up was 12 months. Results: Mean RC% was significantly more achieved in test group (66.67%±40.82%) in comparison to control group (39.93%±31.41%) at the end of study (P=0.049). Further, complete root coverage was attained in 5/8 cases of test group versus 1/2 cases of control group after 3/12 months respectively. RES and hypersensitivity, showed statistically significant improvement after complete follow up period in both the groups. An ideal RES score of 10 was achieved in 4/7 cases of test group while in 1/2 cases of control group after 3/12 months respectively. Correlation analysis revealed significant negative correlation between RC% and iCAL. Correlation of RC% with GT and PP was non-significant. Conclusions: Interdisciplinary periodontal-orthodontic approach may be more beneficial in terms of achieving improved RC%, esthetic and resolution of hypersensitivity in the management of Miller class III/RT2 GR in malaligned mandibular anteriors.