• Journal of Periodontal and Implant Science
• /
• v.31 no.4
• /
• pp.689-711
• /
• 2001

The purpose of this study was to compare clinical results of guided tissue regeneration(GTR) using either a nonresorbable ePTFE membrane or a resorbable membrane made from a synthetic copolymer of glycolide and lactide(PLGA) in the treatment of human class Ⅱ furcation defects. The ePTEE membranes were applied to 16 patients with maxillary molar buccal class Ⅱ furcation defects as Group I, PLGA membranes were applied to 15 patients with maxillary molar buccal class Ⅱ furcation defects as Group Ⅱ, ePTFE membranes were applied to 20 patients with mandibular molar buccal class Ⅱ furcation defects as Group Ⅲ and PLGA membranes were applied to 20 patients with mandibular molar buccal class Ⅱ furcation defects as Group Ⅳ and bone graft materials(DFDBA) were applied in all groups. Probing depth, gingival recession, clinical attachment level, tooth mobility and sulcus bleeding index(SBI) were measured at baseline, 3, 6 and 12months postoperatively. In addition, membrane exposure levels were measured at surgery, 1, 2 and 6weeks postoperatively and postoperative complications were evaluated. The results were as follows: In all groups, there were statistically significant differences in probing depth reduction, gain of clinical attachment and mobility reduction at values of 3, 6 and 12months postoperatively compared to values of baseline, whereas no significant differences in SBI except Group I and gingival recession(p<0.05). Membrane exposure levels were increased at 1, 2 and 6weeks postopratively compared to value of baseline in Group I(p<0.05). There were no statistically significant differences between ePTFE and PLGA membrane in probing depth, clinical attachment level and SBI. There were minimal gingival recession and membrane exposure in Group Ⅳ and pain and swelling were the most common postoperative complications in Group Ⅱ, Ⅲ(p<0.05). In conclusion, this study showed that both nonresorbable membrane and resorbable membrane were effective similarly in the treatment of class Ⅱ furcation defects, without statistical differences in clinical measurements.

• The korean journal of orthodontics
• /
• v.21 no.1 s.33
• /
• pp.171-183
• /
• 1991

This investigation was designed to categorize Angle's class II malocclusion groups through analyzing horizontal and vertical components of craniofacial skeleton in Angle's class II malocclusion. The material selected for this study consisted in standard lateral cephalogram of two hundred and twenteen children, eighty eight boys and one hundred twenty four girls, aged 6 through 18 years, having Angle's class II malocclusion. On the basis of findings of this study, the following results were obtained. 1. In horizontal skeletal classifications, 16 groups were classified according to FMN-A-B, SE-FMN-A, Ba-SE-Me, Ba-Se/Ra P. The sequences that have relatively high frequency are as follows: a) Horizontal Group 16 b) Horizontal Group 12 c) Horizontal Group 13 d) Horizontal Group 9 & 15 2. In vertical skeletal classification, 8 groups were classified according to the PMV/PP, PMV/Occ. P. PMV/Mn. P. The sequences that relatively high frequency are as follows; a) Vertical Group A b) Vertical Group D c) Vertical Group C d) Vertical Group H 3. In vertical and horizontal skeletal classifications, the sequence that relatively high frequency are as follows; a) Group13-A b) Group16-A & 9-A c) Group12-A & 15-A d) Group16-C

• Journal of the Korea Society of Computer and Information
• /
• v.21 no.9
• /
• pp.165-176
• /
• 2016

This study developed the learning ability-based smart education program. The effectiveness of the developed materials was investigated using the quantitative-qualitative mixed method, and the process and results of the investigation are as follows. The quantitative investigation was conducted using the non-equivalent pretest-posttest design, in which the smart education method was applied to the experimental group, while the conventional education method was applied to the control group to analyze students' creative problem-solving potential, task concentration, and the variables required for the learning activity. The results showed significantly higher performance in the experimental group over the control group. Regarding data collection in the qualitative investigation, an analysis of the class from the instructor and class consultation logs from the class analyst were collected; the comments on the experience of each class period were collected from students. The results of the analysis of the data suggest that the perception of smart education improved for the instructor, class analyst, and learners as the course progressed.

• Communications of the Korean Mathematical Society
• /
• v.10 no.3
• /
• pp.527-539
• /
• 1995

We consider the Schur groups of some module categories, which are subcategories of category of divisorial modules over a Krull domain. Then we obtain the exact sequence connecting class group, Schur class group and Schur groups of these categories.

• Journal of the Korean Society of Earth Science Education
• /
• v.8 no.2
• /
• pp.227-239
• /
• 2015

The purpose of this study was to see the effects of science classes applying ARCS strategies on motivation of science class as well as scientific attitude of elementary students. For this purpose, 47 elementary students in 2 classes from 5th grade of M elementary school based in P metropolitan city were targeted. One class with 24 students was assigned as experimental group and the other class with 23 students were assigned as control group. The chapter of 'solar system and star' in the curriculum revised in 2009 was taught over 10 classes from mid-April to end of June in 2015. For verification, 10 times science classes applying ARCS strategies were performed on experimental group while 10 times of general science class were performed on control group. The results drawn from this analysis were as below. Firstly, positive relationship was found between motivation of science class and science class applying ARCS strategy among experimental group and this means that science classes applying ARCS strategy stimulate intellectual curiosity of students and improves their attitude by actively promoting research activities. Secondly, there was a positive relationship between scientific attitude and science classes applying ARCS strategy among experimental group. This presents that science classes applying ARCS strategy were effective in improving students' scientific attitude by promoting research activities. Above results show that science classes applying ARCS strategy were highly effective for elementary students.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.2
• /
• pp.165-173
• /
• 2019

This study purposes to figure out the effects of applying discussion-based science class on concept of science achievement and science teaching efficacy. This study established an twelve-week period of experimental treatment from April to June 2019, and the students who participated in this study formed a research group consisting of 27 students in the first semester of the second year of the B University of Education. and taking courses in 'elementary Science Textbook Research 1' For the classes applying discussion-based science class, the analysis was made on 2015 revised curriculum, and 12th process-centered performance assessment based on discussion. The developed data had designed to develop concept of science achievement and science teaching efficacy. The study group applied process-centered performance assessment based on discussion science class, so unaffectedly study group could improve their concept of science achievement and science teaching efficacy. B University of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-discussion science class to study group, before and after concept of science concept test, science teaching efficacy test is performed. The results of the study were as follows. First, the study group applied discussion-based science class had statistically significant differences in concept of science achievement (p<.05). Second, the study group applied discussion-based science class had statistically significant differences in science teaching efficacy(p<.05). Third, after discussion-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying discussion-based science class has positive effect on concept of science achievement and science teaching efficacy.

• Archives of design research
• /
• v.11 no.1
• /
• pp.99-108
• /
• 1998

The purpose of this study was to exanune the effects of learning training program on university students' creativity. In order to accomplish this purpJse of the study effectively, the following research hypotheses were posited: (Hypothesis 1) The treJltment group trained with the learning program will perform better in technic.al class. (Hypothesis 2) The treatment group trained with the learning program will show the higher degree of progress in diagram creativity than the pre-treatment group. The result of the study were summarized as follows: First, regarding the effects of training, there appeared a significant difference between the groups of post-treatment class and pre-treatment class in the use of learning strategies. Second. there appeared a significant difference between the group of post-treatment class and pre-treatment class in diagranl creativity.

• Journal of the Korea Convergence Society
• /
• v.12 no.2
• /
• pp.155-162
• /
• 2021

The purpose of this study were to analyze effects of VR-based intervention on daily living skills and class attitudes of students with intellectual disabilities. To do this, 30 students with intellectual disabilities in the second and third grades of middle school were selected for this study and placed three group. A group took part in a class using only VR program, B group participated in experience activities program, and C group got in the intervention program that combine VR program and experience activities on daily living skills. Intervention programs were conducted 4 times in a week for 4 weeks from the fourth week of July to the third week of August and a class time of each class was 50 minutes. Evaluations were carried out in pre- and post-test. The Evaluation data were analyzed by One-way ANOVA and scheffe'. In Result of study, daily living skills of C group was improved more higher than other groups and class attitudes of C group was improved more higher than group B. These results showed that the intervention combining VR program and direct experience activities was more effective than the other methods.

• The korean journal of orthodontics
• /
• v.52 no.5
• /
• pp.324-333
• /
• 2022

Objective: The aim of this study was 1) to investigate the prevalence and pattern of dental anomalies (DAs), 2) to compare DAs according to the type of malocclusion, and 3) to investigate the correlation between tooth impaction and other DAs in the Korean orthodontic population. Methods: A total of 3,240 orthodontic patients were classified as Class I, Class II, or Class III malocclusion groups. The presence and location of common DAs, including impaction, microdontia, agenesis, supernumerary tooth, transposition, and fusion, were identified by examining diagnostic records. Furthermore, samples were classified as Group 1 without impaction or Group 2 with impaction. The prevalence of other DAs concurrent with impaction was investigated and compared to Group 1. Results: Impaction was the most prevalent DA, followed by microdontia, agenesis, and supernumerary. Class I and Class III groups showed the same order of prevalence, but agenesis was more frequent than microdontia in the Class II group. The prevalence of the four DAs was lowest in the Class III group. Overall, 8.6% of patients were classified into Group 2. The incidence of DAs other than impaction and the prevalence of multiple concurrent DAs were significantly higher in Group 2. Impaction showed a significant relationship with supernumerary tooth, transposition, and fusion. Conclusions: The prevalence and pattern of DAs varied depending on the type of malocclusion. As there was a higher risk of other DAs in patients with impacted teeth, early detection of the impacted tooth and a detailed diagnosis of other possible DAs may be essential.

• Korean Journal of Cleft Lip And Palate
• /
• v.5 no.1
• /
• pp.27-42
• /
• 2002

This study was designed to evaluate the morphology and the position of the mandible in the complete unilateral cleft lip and palate patients, Craniofacial skeletal morphology pattern was analyzed on the lateral cephalometric radiographs of the 50 subjects of complete unilateral cleft lip and palate, the 50 normal and 50 class III, Each group was divided into child and adult sub-groups, All the data were tested statistically. The results were as follows: I, In the comparison with the normal group, complete cleft group showed smaller angular, condylar length, clockwisely rotated mandible and larger NMe/SGo(p<0.01). 2, In the comparison with the class III group, the complete cleft group showed significantly smaller angular, condylar, ramal, body length of the mandible(p<0,01). 3. As for the position of the mandibular condyle to the cranial base, the class III group was the most anterior, the normal group was the most posterior and the complete cleft group was in the middle(p<0.05). 4. In the comparison with child group, the normal adult group showed smaller mandibular angle and mandibular plane angle, but not the other two groups. And the complete cleft group and the class III group showed the similar change. The normal and class III group showed increased XiCd/XiPog, but not the complete cleft group(p<0.01).