• Journal of Korean Home Economics Education Association
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• v.7 no.2
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• pp.51-66
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• 1995

The purpose of this thesis is to expound reference data on class management such as class formation and so on by comparing Home Economics Education effect of coeducational class and one-sex class in the coeducational middle school. The major findings were follow: 1. More than half of those teacher who answered choose a coeducational class style as an effective class style(51.7%) because of active class atmosphere, preparation for future home life and getting over fixed sexual ideas by equal curricula content. 2. The results of research for basic knowledge about the Part of Food and Nutritional Science, which was conducted before the class, showed that the score of the one-sex class was higher than that of the coeducational calss(p<0.05) 3. The results of evaluation after class were as follows: The score of one-sex class was higher in the protein food group(p<0.01) and carbohydrate food group(p<0.05). The difference of each class in the calcium food group, the mineral and vitamin food group and the oil and fats food group was very small. The total score of two classes was of little difference.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.1
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• pp.71-80
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• 2011

This paper presents a technique of contstructing and processing the metadata information, which is for UML class authorization tool. Construction of the information authorization tool defines Classes and Relationship based on the elements of the consisting of UML class diagram. Definition of the information class is a visibility of Class, a name of Class, an attribution of Class and an operation of Class. Definition of the relationship with information is a name of Relationship, a type of Relationship, a FromClass and a ToClass. In this paper, for a class authorization tool, it suggests a technique to save and read information from information Storage based on the constructed information.

• Annual Conference on Human and Language Technology
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• 2012.10a
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• pp.8-11
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• 2012

One-class SVM은 데이터가 존재하는 영역을 추출하고, 이 영역을 서포트 벡터로 표현하며 표현된 영역 밖의 데이터들은 아웃라이어(outlier)로 간주된다. 본 논문에서는 데이터 포인트마다 숨겨진 변수(hidden variable) 혹은 토픽이 있다고 가정하고, 이를 반영하기 위해 PoMEN에 기반한 Latent One-class SVM을 제안한다. 실험결과 Latent One-class SVM이 대부분의 구간에서 One-class SVM 보다 성능이 높았으며, 특히 높은 정확율을 요구하는 경우에 더욱 효과적임을 알 수 있었다.

• The korean journal of orthodontics
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• v.25 no.3 s.50
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• pp.299-310
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• 1995

The purpose of this study is to know about the positional change of second molar when orthodontic treatment is performed. To know about it, we andlysed cephalogram pre. and post treatment for 54 adult patients who werefinished orthodontic treatment by banding to the first molar and classify them into 4 groups Class I extraction group 15, Class I nonextraction group 12, Class II group 13, class Class III group 14. The following conclusions were obtained : 1. In the extraction group of Class I , mandibular second molar showed less extrusion and mon distal inclination than first moarl. But maxillary second molar showed more or less extrusive and mesial inclination to much the same degree of first molar. 2. Inthe non-extractio group of Class I, mandibular second molar in intrusive to first molar, it showed smilar distal inclination to first molar. But maxillary second molar is extrusive similarly to first molar. 3. In the group of Class II , mandibular second molar is less extrusive than first molar and maxillary second molar is more extrusive than first molar. 4. In the group of Class III, mandibular second molar showed similar extrusion to first molar and more distal inclination than first molar. But maxillary second molar showed less extrusion than first molar. 5. A comparision of the positional change of second molar among groups : The change of distance from FH plane to funcation point of maxillary second molar is the difference between Class I extraction group and Class II group, Class I extraction group and Class III group. The change of maxillary second molar to palatal plane and occlusal plane is the difference between Class I extraction group and Class III group. And the change of distance from mandibular plan to furcation point of mandibular second molar is difference between Class I extraction group and non-extraction group, Class I non-extraction group and Class II group, Class I non-extraction group and Class III group. But the change of angle of mandibular second molar to mandibular plane and occlusal plane is make no difference in among groups.

• The korean journal of orthodontics
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• v.24 no.4 s.47
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• pp.827-839
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• 1994

This study was conducted to assess the positional changes of hyoid bone following the use of activator in Angles class III malocclusion patients with functional factors. For this study, 40 Angle's class I patients and 40 Angle's class III patients, totally 80 subjects were used. They are all in Hellman's dental age IIIB-IIIC ranges. In lateral cephalogram to compare Angle's class I group and Angle's class III group, and the positional changes of the hyoid bone before and after the use of activator in Angle's class III malocclusion group. The results were obtained as follows; 1. Comparison of Angle's class I group and Angle's class III group. In comparison to Angle's class I group, hyoid bone is more anteriorly and superiorly positioned in Angle's class III group. The hyoid bone showed reverse inclination to the mandibular plane in Angle's class III malocclusion group. 2. Comparison of the hyoid positional change before and after use of Activator in Angle's class III malocclusion group. The hyoid bone is displaced posteriorly and inferiorly in vertical relationship. The hyoid bone also showed counter-clockwise rotation. 3. No statistical difference was found between after Activator use data of Angle's class m malocclusion group and Angle's class I group. It is concluded that the hyoid bone in Angle's class III malocclusion group changed its position, similar to Angle's class I malocclusion group.

• The Journal of the Korean dental association
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• v.19 no.1 s.140
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• pp.67-71
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• 1981

This study was undertaken to find out the characteristic craniofacial morphology of Class II Division 2 malocclusions in children by means of roentgenocephalometry. The subjects consisted of twelve boys and thirteen girls with Class Ii, Division 2, thirty seven boys and fifty three girls with Class II, Division 1, and forty six boys and eighty one girls with normal occlusion, ranged from 10 years old to 18 years old. The following results were obtained; 1. The anteroposterior relationship of the maxilla to the cranium in the Class II, Division 2 malocclusion similar to the normal occlusion, but the mandible was the posterior position in th the cranial anatomy. 2. There were no significant differences in the anteroposterior relationship of the maxilla and the mandible between Class II, Division 1 and Class II, Division 2 malocclusions. 3. In Class II, Division 1 the axes of maxillary incisors showed labial inclination, but lingual inclination in Class II, Division 2 malocclusions. 4. Overbite was prominent one in Class II, Division 2, on the other hand overjet was distinguished in Class II, Division 1.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.201-212
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• 2001

The purpose of this study was to analyze toddlers' verbal and nonverbal interaction with their peers and caregivers according to the class size of child care centers in Seoul. The subjects of this study were 20, two-year-old(M=32.5 month) toddlers with peers and caregivers from child care centers in different class sizes, but with same caregiver-toddler ratio. Verbal and nonverbal interactions were videotaped during one hour indoor free play per child in the center. According to the class size, the results were as follows : 1) Toddlers in the small class played more cooperatively with peers, and uttered more regulative or directive words than those in the large class. 2) Toddlers in the large class were more aggressive than those in the small class. 3) Caregivers in small class expressed more empathetic behaviors to a toddler than those in large class.

• The Transactions of the Korean Institute of Electrical Engineers C
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• v.55 no.6
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• pp.287-290
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• 2006

A class-E CMOS RF(Radio frequency) power amplifier with a 1.8 Volt power supply is designed using $0.25{\mu}m$ standard CMOS technology. To drive the class-E power amplifier, a Class-F RF power amplifier is used and the reliability characteristics are studied with a class-E load network. After one year of operating the power amplifier with an RF choke, the PAE(Power Added Efficiency) decreases from 60% to 47% and the output power decreases 29%. However, when a finite DC-feed inductor is used with the load, the PAE decreases from 60% to 53% and the output power decreases only 19%. The simulated results demonstrate that the class-E power amplifier with a finite DC-feed inductor exhibits superior reliability characteristics.

• 대한공업교육학회지
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• v.30 no.1
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• pp.106-119
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• 2005

Many problems with the offline class, which is the traditional education type in corporations or universities, were indicated and people hoped that e-learning, which is web-based instruction, would solve these problems. However, e-learning also has weak points in that it should be self-paced and media-based in many ways. Therefore, when considering the good and weak points of offline classes and e-learning, blended learning seems to be necessary. Until now, blended learning has usually been used in corporations, and there have been almost no studies on the effectiveness or management of blended learning in universities. Thus, in this study, I would like to design blended classes, manage them at the level of university classes, and verify the effectiveness of blended classes, by comparing academic achievement, student participation, and student satisfaction. The subject students who signed up for Computer & Technology at C University in 2005 were divided into three study groups: offline class, online class, and blended class. The offline class was taught using the traditional class teaching method. For the online class and the blended class, multimedia contents were developed and a different LMS was used. The results of 13 weeks of teaching are as follows. For the academic achievement in the offline, online and blended classes, there was no statistically significant difference (f=2.387, p=.096). But when comparing the average achievement, the average of the blended class was higher than that of the other classes, so that it can be said that the blended class has positive effects on academic achievement. Second, when comparing the learners' participation in the online class and the blended class, the total posts were 85 and 138 respectively, which shows a considerable difference. The hit counts for each post in the online class and the blended class are 10 and 20, respectively. Moreover, the login counts for subjects are 3 in the online class and 4 in the blended class. In the questionnaire for the students' academic satisfaction in the online class and the blended class, all of the 15 items showed higher satisfaction in the blended class. Considering all these results, if adequate media are properly combined, the blended class is better than either the pure online class or the pure offline class.

• Journal of Internet Computing and Services
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• v.19 no.5
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• pp.107-113
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• 2018

Object-oriented databases (OODBs) canbe used for many non-traditional database application areas such as computer-aided design, etc. Usually those application areas require advanced modeling power for expressing complicated relationships among data sets. OODBs have more distinguished features than the traditional relational database systems. One of the distinguished characteristics of OODBs is class hierarchy (also called inheritance hierarchy). A class hierarchy in an OODB means that a class can hand down the definitions of the class to the subclass of the class. In other words, a class is allowed to inherit the definitions of the class from the superclass. In this paper, we present performance evaluation metrics for class hierarchy in OODBs from a concurrency control perspective. The proposed performance metrics are developed to determine which concurrency control scheme in OODBs can be used for a given class hierarchy. In this study, in order to develop performance metrics, we use class hierarchy structure (both of single inheritance and multiple inheritance), and data access frequency for each class. The proposed performance metrics will be also used to compare performance evaluation for various concurrency control techniques.