• The korean journal of orthodontics
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• v.40 no.5
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• pp.314-324
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• 2010

Objective: The purpose of this study was to determine differences of mandibular anterior alveolar bone thickness and symphysial cross sectional area in 9 different horizontal and vertical facial types. Methods: By using the initial cephalometric radiographs of 270 adult patients (male 135, female 135), the authors measured the buccolingual thickness of anterior alveolar bone on the basis of the root axis and symphysial cross sectional distance. Results: The high angle group showed significantly thinner buccolingual alveolar bone width except for the CEJ area and lingual alveolar bone width ($p$ < 0.05). The low angle group and Class I, II average group showed similar or significantly thicker alveolar bone width than the Class I average group ($p$ < 0.05). The Class III average group showed significantly thinner buccolingual and lingual alveolar bone width than Class I and II average groups ($p$ < 0.05). The Class III high angle group showed minimal alveolar bone width in all facial skeletal types. No significant difference was found in the symphysial cross sectional area of the different vertical facial skeletal types ($p$ > 0.05). Conclusions: The results of this study found that Class III high angle patients have thinner mandibular anterior alveolar bone thickness; therefore, more attention will be needed to determine the incisor position during orthodontic treatment for this group of patients.

• The korean journal of orthodontics
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• v.50 no.2
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• pp.98-107
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• 2020

Objective: The aim of this study was to compare posterior tooth inclinations, occlusal force, and contact area of adults with different sagittal malocclusions. Methods: Transverse skeletal parameters and posterior tooth inclinations were evaluated using cone beam computed tomography images, and occlusal force as well as contact area were assessed using pressure-sensitive films in 124 normodivergent adults. A linear mixed model was used to cluster posterior teeth into maxillary premolar, maxillary molar, mandibular premolar, and mandibular molar groups. Differences among Class I, II, and III groups were compared using an analysis of variance test and least significant difference post-hoc test. Correlations of posterior dental inclinations to occlusal function were analyzed using Pearson's correlation analysis. Results: In male subjects, maxillary premolars and molars had the smallest inclinations in the Class II group while maxillary molars had the greatest inclinations in the Class III group. In female subjects, maxillary molars had the smallest inclinations in the Class II group, while maxillary premolars and molars had the greatest inclinations in the Class III group. Occlusal force and contact area were not significantly different among Class I, II, and III groups. Conclusions: Premolar and molar inclinations showed compensatory inclinations to overcome anteroposterior skeletal discrepancy in the Class II and III groups; however, their occlusal force and contact area were similar to those of Class I group. In subjects with normodivergent facial patterns, although posterior tooth inclinations may vary, difference in occlusal function may be clinically insignificant in adults with Class I, II, and III malocclusions.

• Journal of Digital Convergence
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• v.12 no.10
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• pp.405-414
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• 2014

This research aims to strengthen the ethical decision-making capability of nursing students, and involves 82 fourth-year undergraduate nursing students in a nonequivalent control group pre-post quasi experimental research design from March 4 to June 3, 2013. Experimental group took a discussion-based class and control group took a traditional lecture-based class and we identified the differences in ethical knowledge, class satisfaction and ethical values between the two groups. Experimental group had higher scores for ethical knowledge after the class. There was no significant change in ethical values after the class in the two groups. The experimental group achieved significantly higher scores for the comprehension of class contents and practical application within the class satisfaction criteria. So we propose to use this model as an effect teaching method to apply ethical principles in nursing practice.

• The korean journal of orthodontics
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• v.22 no.3 s.38
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• pp.627-646
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• 1992

The purpose of this study was to investigate the relationship among the activity of the craniofacial muscle and craniofacial form and occlusal state. In this study, subjects were consisted of 23 male adults with skeletal Class III malocclusion and 30 male adults with normal occlusion. The measurements in oral exam, lateral ceghalogram, and E.M.G. recordings of anterior temporal, masseter, and upper lip muscles at rest position, clenching in centric occlusion, chewing of gum, swallowing of juice, were analyzed with SPSS system. The results were as follows: 1. At rest position upper lip muscle activity of skeletal Class III group was significantly higher than that of normal group. 2. Both clenching and chewing masseter and temporal muscle activity of normal group were significantly higher than that of skeletal Class III group. 3. During swallowing of juice, upper lip muscle activity of skeletal Class III group were significantly higher than that of normal group. 4. The activities of masseter and anterior temporal muscle during clenching and chewing were significantly correlated with hypodivergent facial form and number of occluded teeth. 5. The activity of upper lip during swallowing had positive correlation with mandibular prognathism.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.757-765
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• 2013

The purpose of this study is to examine the effects of peer tutoring on students' achievement and learning satisfaction in a liberal computer class at university level. Traditional teaching method was applied for the control group consisting 55 students for 8 weeks. The experimental group containing 44 students was instructed using both traditional teaching method and peer tutoring. According to the results of diagnosed test, the experimental group was divided into heterogeneous ability group of 3 or 4. The tutor training was provided a week in advance of the class and the students played a role of a tutor and tutee by taking turns. The results showed no significant differences between the two groups on academic achievement; however, in terms of students' learning satisfaction, it displayed a wider range of results. The learning satisfaction data from the experimental group showed a much higher level than that of the control group. It is predicted that the amount of class hours of a week, the quality of the lecture and the application of peer tutoring affect the students' academic achievement. It is suggested that subsequent research on peer tutoring will allow for more in-depth study in this field.

• Journal of Engineering Education Research
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• v.25 no.1
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• pp.22-32
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• 2022

The purpose of this study is to design and operate non-face-to-face online practice class in engineering education, and to explore students' perceptions and effectiveness of them. To this end, after developing and implementing a strategy for non-face-to-face online practice activities in the 'Introduction to Electric Circuits and Lab' course, the questionnaire responses of 47 learners were analyzed, and the group differences were investigated using Kruskal-Wallis test. As a result, it was found that students' perceptions of non-face-to-face online practice class were positive in terms of learning effect, learning convenience, interaction, and satisfaction. The group difference according to the face-to-face/non-face-to-face preference method was found to be higher in the group that preferred non-face-to-face class in terms of learning convenience, interaction and satisfaction. As for the group difference according to the number of questions and answers of the learners, the group who answered the question showed a higher awareness of the learning convenience and interaction than the group that did not. In addition, implications for designing a learning environment for non-face-to-face online practice classes were presented.

• The Bulletin of The Korean Astronomical Society
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• v.39 no.1
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• pp.76.1-76.1
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• 2014

We investigate the solar flare and CME occurrence rate and probability depending on sunspot class and its area change. These CMEs are front-side, partial and full halo CMEs associated with X-ray flares. For this we use the Solar Region Summary(SRS) from NOAA, NGDC flare catalog, and SOHO/LASCO CME catalog for 16 years (from January 1996 to December 2011). We classify each sunspot class into two sub-groups: "Large" and "Small". In addition, for each class, we classify it into three sub-groups according to sunspot class area change: "Decrease", "Steady", and "Increase". In terms of sunspot class area, the solar flare and CME occurrence probabilities noticeably increase at compact and large sunspot groups (e.g., 'Fkc'). In terms of sunspot area change, solar flare and CME occurrence probabilities for the "Increase" sub-groups are noticeably higher than those for the other sub-groups. For example, in case of the (M+X)-class flares of 'Dkc' class, the flare occurrence probability of the "Increase" sub-group is three times higher than that of the "Steady" sub-group. In case of the 'Eai' class, the CME occurrence probability of the "Increase" sub-groups is five time higher than that of the "Steady" sub-group. Our results demonstrate statistically that magnetic flux and its emergence enhance solar flare and CME occurrence, especially for compact and large sunspot groups.

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.41-51
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• 2021

This paper is to study whether cooperative learning applying group games becomes a teaching method that can increase interest and participation in class in calculus and the effect of the number of students. To increase interest and participation in class, the researcher conducted cooperative learning by applying smartphones and various game tools to group games. The consequences of the study confirmed that students' interest and participation in the class increased regardless of their mathematics basics. Therefore, it is expected that the calculus which is difficult for students to understand will be more easily approached by cooperative learning applying group games in the future.

• The korean journal of orthodontics
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• v.21 no.2 s.34
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• pp.457-468
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• 1991

This investigation was designed to categorize Angle's class III malocclusion groups through analyzing horizontal and vertical components of craniofacial skeleton in Angle's class III malocclusion. The material selected for this study consisted in standard lateral cephalogram of one hundred and fifty five children, seventy four boys and eighty one girls, aged 6 through 15 years, having Angle's class III malocclusion. On the basis of findings of this study, the following results were obtained. 1. In horizontal skeletal classifications,16 groups were classified FMN-A-B, SE-FMN-A according to the Ba-SE-Me, Ba-SE/R. 2. The sequences that have relatively high frequency are as follow; a) Horizontal Group l b) Horizontal Group 3 c) Horizontal Group 5 d) Horizontal Group 9 e) Horizontal Group 4 3. In vertical skeletal classification, 8 groups were classified according to the PMV/PP, PMV/OP, PMV/MP. 4. The sequences that relatively high are as follows; a) Vertical Group 1 b) Vertical Group 3 c) Vertical Group 4 d) Vertical Group 8.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.367-377
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• 2015

The purpose of this study was to see the influences of POE science class that emphasizes explanation on science research ability, motivation of science class as well as scientific attitude of elementary students. The results drawn from this analysis were as below. Firstly, positive relationship was found between science research ability and POE science class was shown among research group. This shows that science research ability was improved as POE science class encouraged the research activities of students. It indicates that POE science class emphasizing explanation is effective in improving science research ability of students. Secondly, positive relationship was found between motivation of science class and POE science class among research group and this means that POE science class that emphasizes explanation stimulates intellectual curiosity of students and improves their attitude by actively promoting research activities. Thirdly, there was a positive relationship between scientific attitude and POE science class among research group. This presents that POE science class emphasizing explanation is effective in improving students' attitude toward science by promoting research activities. Above results show that POE science class emphasizing explanation is highly effective for elementary students. It is considered that scientific writing, discussion and debate classes have positive influences on research ability, motivation of science class and scientific attitude of elementary students. Thus, it is needed to apply POE science class to current science class as it can promote wider scientific activities among students.