• 치과방사선
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• 제19권1호
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• pp.105-121
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• 1989

The author analysed tomograms and submento-vertex radiograms of 90 temporomandibular joints from 45 asymptomatic young adults. 15 had Angle class Ⅰ malocclusion, 15 classⅡ and 15 class Ⅲ. Corrected lateral tomograms were obtained in three condylar positions; centric occlusion, centric relation and 1 inch mouth opening. The condylar angulation, depth of cut, joint spaces were analysed in each radiogram. The obtained results were as follows; 1. The mean condylar angulation in Angle class Ⅰ, Ⅱ, Ⅲ group was 17.55±5.51° 13.33±8.85° 16.25±6.60° respectively, and there was no significant difference in each group. The mean condylar angulation of right side (16.62±7.23°) was larger than left side (14.80±7.33°). 2. The mean depth of cut in Angle class Ⅰ, Ⅱ, Ⅲ group was 8.13±1.61㎝, 3.05±3.80㎝, 7.75±2.19㎝, respectively. Angle class Ⅰ and class Ⅱ group revealed significant difference in measurement (p<0.0l). 3. The mean height of articular fossa in Angle class Ⅰ, Ⅱ, Ⅲ group was 8.67±3.06㎜, 9.61±2.57㎜, 8.93±2.83㎜, respectively. And the mean width of articular fossa was 19.90±2.80㎜, 19.48±3.83㎜, 20.36±4.82㎜, respectively. 4. The mean height and width of condylar head was 5.11±1.16㎜, 11.20±2.26㎜, respectively. 5. In centric occlusion, the superior joint space was the largest (3.42±1.42㎜), followed by anterior joint space (2.94±1.95㎜) and the posterior joint space (2.64±1.19㎜. In centric relation, the anterior joint space was the largest (3.86±2.17㎜), followed by the superior joint space (3.64±3.68㎜) and the posterior joint space (1.18±0.77㎜). 6. The displaced measurement from centric relation to centric occlusion was 1.10±1.04㎜ anteriorly and 0.24±0.97㎜ inferiorly. In 1 inch mouth opening state, the condylar head displaced posteroinferiorly (2.49±2.49㎜ posteriorly, 1.17±1.34㎜ inferiorly) from the apex of articular eminence. And Angle class Ⅰ and Ⅱ group, Angle class Ⅱ and Ⅲ group revealed significant difference in posterior measurement, respectively (p<0.01).

• 대한지구과학교육학회지
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• 제5권1호
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• pp.95-104
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• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• Journal of Yeungnam Medical Science
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• 제18권2호
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• pp.208-214
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• 2001

성장기 3급 부정 교합인 남아 20명의 두부계측방사선 사진을 Harvold 분석법을 중심으로 하여 정상 대조군과 비교하여 다음과 같은 결론을 얻었다. 상하악간 상대적인 길이 차를 나타내는 악간 길이 차는 3급 부정교합자군에서 유의하게 더 크게 나타났다(p<0.05). 전하안면 고경은 3급 부정교합군에서 정상교합군보다 더 크게 나타났으나, 통계적으로 유의한 차는 없었다.

• Maxillofacial Plastic and Reconstructive Surgery
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• 제22권3호
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• pp.343-350
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• 2000

The goal of this study is the comparison of upper airway size and change of skeletal Class I group and skeletal Class III group (before operation, within 2 weeks after operation, 6 months after operation) respectively. At first, we measured the lines between selected upper air way landmarks on lateral cephalometric x-ray film of skeletal Class I 40 persons whoes age were 23-26 years old, ,and did the same lines of landmarks of skeletal Class III 44 persons who had not been operated yet, were within 2 weeks after operation, were 6 months after operation. And we compared it respectively and analyzed it with paired t-test. We studied the relationship of those on produced data. 1. Skeletal Class III group was narrower in nasopharyngeal air way space than that of skeletal Class I group, and increased in thickness of oropharyngeal, hypopharyngeal wall within 2 weeks after operation, and reduced in nasopharyngeal, oropharyngeal air way space, and did in thickness of nasopharngeal, hypopharyngeal wall 6 months after operation. 2. Skeletal Class III group reduced in nasopharyngeal, oropharyngeal air way space, and increased in thickness of nasopharyngeal, oropharyngeal, hypopharyngeal wall within 2 weeks after operation, restored the thickness of nasopharyngeal, oropharyngeal wall, but did not restored nasopharyngeal, oropharyngeal, hypopharyngeal air way space. 3. Vertical length from hyoid bone to mandibular plane did not have signifacant difference from Class I group but after operation, it increased more than Class I group significantly. 4. The size of airway reduced after operation. Among this, oropharyngeal airway most reduced.

• 대한물리치료과학회지
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• 제30권3호
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• pp.84-90
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• 2023

Background: This study aimed to investigate the effects of flipped learning education on academic motivation and class satisfaction in physical therapy students. Design: Cross-sectional study. Methods: Participants included 72 physical therapy students (experimental group=36, control group=36). In order to compare the effects of flipped learning education, flipped learning and lecture-style learning were provided in a class titled Acticities of Daily Living and Practice. An independent t-test was used to compare academic motivation and class satisfaction between two groups. Results: The flipped learning group showed a significantly higher level of academic motivation and class satisfaction compared to the traditional learning group (p<0.05). Conclusion: These results showed that flipped learning education is an effective learning strategy for improving the academic motivation and class satisfaction of physical therapy students.

• 대한치과교정학회지
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• 제21권2호
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• pp.325-340
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• 1991

There are evidences that occlusal splint therapy is critical to diagnose hidden akeleto-occlusal disharmonies in malocclusion patients and capable of enhancing stability after orthodontic treatment. In addition, evidences have implicated occlusal splint therapy in condylar positional changes during TMJ disorder treatment. In view of these evidences, this study was performed to investigate the effect of occlusal splint therapy on condylar positional changes in malocclusion patients and the possible clinical application of the occlusal splint as an additional orthodontic tool. For this study, 8 Angle's Class I malocclusion patients, who had centric occlusion-centric relation discrepancy within 1.0 mm and had no clinical symptoms of TMJ disorder, were selected as control group. And 22 malocclusion patients who had centric occlusion-centric relation discrepancy over 1.0 mm were selected and subdivided as Class I Malocclusion group, Class II div. 1 malocclusion group, Class II div. 2 malocclusion group, Open bite group, and Mandibular asymmetry group. For each subject the occlusal splint with mutually protected type of occlusal scheme was applied for 3 months. Condylar positions in centric relation and centric occlusion were measured using Panadent articulators and Panadent condylar position indicator (CPI) before and after occlusal splint therapy. On the basis of this study, the following conclusions might be drawn: 1, In control group, Class II div. 2 malocclusion group, and mandibular assymetry group, there were no significant differences in condylar positions before and after occlusal splint therapy. 2. In Class I malocclusion group, condyles were moved $0.27{\pm}0.45mm$ forward (p < 0.05) and $0.98{\pm}0.25mm$ upward (p < 0.01) after occlusal splint therapy. 3. In Class I malocclusion group, condyles were moved $0.24{\pm}0.21mm$ backward (p < 0.05) and $1.01{\pm}0.33mm$ upward (p < 0.01) after occlusal splint therapy. 4. In open bite group, condyles were moved $1.24{\pm}0.30mm$ upward (p < 0.01) after occlusal splint therapy. 5. In both control and experimental groups, there were no significant differences in lateral condylar positions before and after occlusal splint therapy.

• 한국학교ㆍ지역보건교육학회지
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• 제19권1호
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• pp.61-70
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• 2018

Purpose: The purpose of this study was to analyze the motivation of choosing a teaching profession, teacher efficacy, and satisfaction of teaching class of pre-health education teachers and compare the teacher efficacy, and satisfaction of teaching class by motivation of choosing a teaching profession group. Methods: The participants were 54 pre-health education teachers studying the teaching curriculum in 1 college located in S city. The collected data was analyzed with descriptive statistics, cluster analysis, ANOVA and Kruskal-Wallis using SPSS/WIN 21.0 program. Results: The average motivation of choosing a teaching profession, teacher efficacy, satisfaction of teaching class were above medium. After cluster analysis, 3 distinct groups emerged: motivation of choosing a teaching profession high group, motivation of choosing a teaching profession middle group, motivation of choosing a teaching profession low group. And the results showed significant differences in teacher efficacy, satisfaction of teaching class according to motivation of choosing a teaching profession group. Conclusion: The findings indicate that motivation of choosing a teaching profession affect the teacher efficacy, satisfaction of teaching class. Therefore It is necessary to identify the variables that influence motivation of choosing a teaching profession.

• 대한치과교정학회지
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• 제14권1호
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• pp.151-160
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• 1984

This study was designed to get the informations of the mesiodistal axial inclinations of the posterior teeth and of the relationships between these and other angular measurements of facial bony structures in normal occlusion and malocclusion groups using lateral roentgenocephalograms. The subjects consisted of 73 normal occlusions (31 males 42 females), 38 Class II Division 1 malocclusions (17 males 21 females) and 47 Class III malocclusions (19 males 28 females). The findings of this study are as follows : 1. In mandible, the posterior teeth axes of Class II Division 1 malocclusion group were inclined more mesially and those of Class III malocclusion group were inclined more distally than normal occlusion group. In maxilla, Class II Division 1 malocclusion group showed more distal inclination and Class III malocclusion group showed more mesial inclinaton of 1st, 2nd premolars and more distal inclination of 1st, 2nd molars than those of the normal occlusion group. 2. There was a tendency for teeth axes to maintain nearly the same inclination in relation to occlusal plane irrespective of various OMA and OPA in each group. 3. F M A, P M A and O P A were the largest in Class II Division 1 malocclusion group and O M A, GoA were the largest in Class 111 malocclusion group. 4. There were high correlationships between mandibular teeth inclinations related to mandibular plane and 4 angular measurements except OPA, and between maxillary teeth inclinations related to palatal plane and OPA.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.267-275
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• 2012

The purpose of this study is to find out the effect of the role-playing analogy activity-based class on the academic achievement in science and the science process skills of elementary school students. One experimental group and one control group of 4th grade students were selected to perform a prior investigation on the academic achievement in science and the science process skill. Then the experimental group attended science lessons that were based on the role-playing analogy activity and the control group attended the traditional science lessons based on the text book and teacher's guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the role-playing analogy activity class was more effective to improve students' academic achievements than the traditional science class. And the role-playing analogy activity class was more effective to learners in the high-level group, which made a scores above the average in prior investigation on the academic achievement, whereas it was little effective to those in the low-level group. Second, the role-playing analogy activity class was effective to enhance students' science process skills than the traditional science class. And the role-playing analogy activity class was more effective to the learners' in the high-level group than those in the low-level group.

• 한국IT서비스학회:학술대회논문집
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• 한국IT서비스학회 2008년도 추계학술대회
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• pp.157-160
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• 2008

The recent successes of systems like Google, Wikipedia and InnoCentive suggest that the time is now ripe for more such systems. Thus, we want to explore these systems and exploit them from a viewpoint of social psychology prior to technological progress. First of all, we examine the difference between 'wisdom of crowds' and 'crowd psychology'. There are two classes, which are for senior management major students. Conditions of two are same, except a class time. Forty five students in one class are tested for this experiment. They form a group with five people and are divided into 9 groups. In a case of a morning class, peer-to-peer evaluations are given to individuals in a class when a group presentation for a final project is given. On the other hand, in a case of afternoon class, peer-to-peer evaluations are given to each group in a class. The result is quite fruitful. The first is that an expert's evaluation for a project agrees with students, who are beginners in this field in the degree of more than 95%. However, in the case of afternoon class, students' group evaluation turns out to agree with an expert's one less than 53%. Morning class experiment result proves the truth of collective intelligence again. It tunrs out independent and confidential opinions are more cost effective and give right answers to questions than group opinions.