• Journal of Technologic Dentistry
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• v.39 no.4
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• pp.263-273
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• 2017

Purpose: This study aimed to explore the relations between class distracting factors and class satisfaction of the dental technology students and then provide a primary data to help further related studies and develop educational programs with which instructors can efficiently manage their classroom. Methods: For this study we have conducted a survey started from the beginning of May 2017 to the end of June. The subjects of the survey were Dental Technology students of D-city, K-city, W-city, selected by random sampling method. The questionnaire was self-administrated and 437 valid results were chosen for our analysis among 450 distributed questionnaires. Results: The results of the research was as follows. Firstly, The overall average point of class distracting factors was 2.5 point. The environmental factors were the highest point as 2.59 and as for the subcategories tiredness and drowsiness was the highest point as 2.76. Secondly, The overall average point of class satisfaction turned out 3,88 point and compliance with class and attitude factors gained the highest point as 4.06. Of the subcategories strict roll checking was the highest point as 4.17. Thirdly, As for class distracting factors from general characteristics a statistical significance was shown as follows; 'instructor factor'(p<.01), 'learner factor'(p<.05), 'total class distracting factor'(p<.05) in the area of gender, 'environmental factor'(p<.001), 'total class distracting factor'(p<.01), 'learner factor'(p<.05), 'instructor factor'(p<.05) in the area of gender 'learner factor'(p<.001), 'instructor factor'(p<.001), 'environmental factor'(p<.001), 'total class distracting factor'(p<.01) in the area of class grade, 'environmental factor'(p<.05) in GPA. Fourthly, A statistical significance, a negative correlation (p<.01) were shown between class distracting factors and class satisfaction. Class distracting factor that especially affects the class satisfaction was instructor factor(p<.001) and the explanatory power of the model turned out 14.7%, which was statistically meaningful (p<.001). Conclusion : Results of this study reveal that instructor factor is the key to class satisfaction of the students. So it is crucial that the instructor faithfully prepare for the class to reinforce the students' learning. Additionally further studies should be followed with more subjects and newer perspectives to develop innovative teaching methodology.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.1-14
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• 2010

The purpose of this study is to find the meaning of the good class, and based on this, situation of environmental education in high school is researched. Through those above processes, desirable direction of the environment class is suggested. For this study, we are trying to reflect the characteristics of environmental education on the general good classes, and from this, the meaning of good environment class is known. Moreover, for this study, we choose environment classes from four high schools leading by environment major teacher. From those four classes, we analyzed these things: educational situation of environment class, teachers' interviews. All of these are for analyzing environment class with the view of good environmental class. A well-formed environment class manifests the features of environment education in all aspects of teaching and learning process, including learning objectives, learning materials, procedures, and evaluations. Furthermore, it should be 'student-centered' class in which active interaction among the learners or between the instructor and the students is considered most important. Students are not the passive receiver, but rather, they actively participate in the learning process by reorganizing the knowledge as they experience and become independent learners who are actively involved in the problem-solving process. In this way, we can generate a great deal of students' interest and motivation, which in turn makes the class interesting, enjoyable, full of energy and still effective. If there is the class reflecting the factors of environmental education above good class' ways, it will be the good environment class. In the current situation of environment class, the rate of student's class participation and study activity was low. This tendency is not too different between four groups except students' support to teachers. This result means that learners' will to participate in their classes actively is not high. Moreover, about 46.3% of students did not understand some parts of new knowledge and about the parts, students' solution was 'does nothing' and the rate was also so high. Teachers tried to make their class with considering students' interest, and focusing their learner's real life. However, learners are all general education high school students, so teachers have aversion about making their students heavy activities.

• Communications of the Korean Mathematical Society
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• v.16 no.4
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• pp.595-606
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• 2001

Using p-adic class number formula, we derive a congru-ence relation for class numbers of the simplest cubic fields which can be considered as a cubic analogue of Ankeny-Artin-Chowlas theo-rem, Furthermore, we give an elementary proof for an upper bound for the class numbers of the simplest cubic fields.

• The korean journal of orthodontics
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• v.16 no.1
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• pp.107-118
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• 1986

This study was designed to investigate the variation of mandibular pattern and cranial base and their association in the craniofacial malocclusion. The material was the 165 cephalometric radiographs taken from craniofacial malocclusion. The sample was devided into two groups by age child group aged from 10 to 13 years and adult group aged over 18 years, and each group was devided into 3 types of malocclusion; class I, Class II div. 1 and Class III malocclusion. Child group consist of 35 samples and adult group consist of 20 samples in each malocclusion type. Various angular and linear measurements on the cephalometric radiographs were recorded and statistically analyzed. The results of the study were as follows; 1. The cranial base angle was largest in Class II div. 1 malocclusion and smallest in Class III malocclusion 2. The anterior cranial base length was largest in Class II div. 1 malocclusion but posterior cranial base length did not show statistical difference. 3. The mandibular body length of Class III malocclusion was larger than those of Class I and Class II div. 1 malocclusion in the adult group but did not shown difference in the child group. The ramus height of Class III malocclusion was larger than those of Class I and Class II div. 1 malocclusion in the child and adult group, but there were no difference between Class I and Class II div. 1 malocclusion. 4. The mandibular position was showed low correlation with the cranial base angele.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.1-12
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• 2010

The purpose of this study is to analyze elementary school students' class contents and activities between the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act' and that under the invention classroom by the 'Invention Promotion Act'. For this study, the survey was conducted to 1,788 elementary school students who attended the invention class for the gifted both under the local education office and under the invention classroom. The analysis of the survey showed that the students of the invention class for the gifted under the local education office had higher motivation and participation rate in class, higher interest in invention, and stronger significantly in a future oriented will than those under the invention classroom. The parents of the invention class for the gifted under the local education office showed more enthusiastic attitude to support their students, and had significantly stronger recognition that the participation of the students in the invention education for the gifted helped enter an advanced school than those under the invention classroom. However, the class contents of the invention class for the gifted under the local education office such as 'understanding the influence of the invention history and products on society', 'scientific inquiry skills for problem solving', 'technological and engineering abilities for creating an invention', 'developing knowledge and abilities about business and management by using a new invention' were not different from those under the invention classroom. In addition, discussion and presentation were not active in the class activities of the invention class for the gifted under the local education office. Therefore, the researchers should compensate and develop a program which can apply strategically differentiated class contents and class activities to the students who participate in the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act'.

• Imaging Science in Dentistry
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• v.46 no.2
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• pp.117-125
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• 2016

Purpose: This study evaluated and compared interradicular distances and cortical bone thickness in Thai patients with Class I and Class II skeletal patterns, using cone-beam computed tomography (CBCT). Materials and Methods: Pretreatment CBCT images of 24 Thai orthodontic patients with Class I and Class II skeletal patterns were included in the study. Three measurements were chosen for investigation: the mesiodistal distance between the roots, the width of the buccolingual alveolar process, and buccal cortical bone thickness. All distances were recorded at five different levels from the cementoenamel junction (CEJ). Descriptive statistical analysis and t-tests were performed, with the significance level for all tests set at p<0.05. Results: Patients with a Class II skeletal pattern showed significantly greater maxillary mesiodistal distances (between the first and second premolars) and widths of the buccolingual alveolar process (between the first and second molars) than Class I skeletal pattern patients at 10 mm above the CEJ. The maxillary buccal cortical bone thicknesses between the second premolar and first molar at 8 mm above the CEJ in Class II patients were likewise significantly greater than in Class I patients. Patients with a Class I skeletal pattern showed significantly wider mandibular buccolingual alveolar processes than did Class II patients (between the first and second molars) at 4, 6, and 8 mm below the CEJ. Conclusion: In both the maxilla and mandible, the mesiodistal distances, the width of the buccolingual alveolar process, and buccal cortical bone thickness tended to increase from the CEJ to the apex in both Class I and Class II skeletal patterns.

• 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.

• The KIPS Transactions:PartD
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• v.8D no.6
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• pp.853-860
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• 2001

In the object-oriented software development, redesigning of classes and reorganizing of class hierarchy structures should be necessary to reduce many of the headaches of object-oriented software design and maintenance. To support this task, in this paper, we propose a theoretical foundation for class hierarchy reorganizations that is relatively complete, correct, formal and easy to understand and use. We introduce the flattened class hierarchy that characterizes the class hierarchy structures in object-oriented software evolution. And we also present an algorithm which transforms a given class hierarchy into the normalized form. The flattened class hierarchy helps us map the inheritance and aggregation paths in a class hierarchy to paths in an object hierarchy that is an instance of the class hierarchy. By applying the algorithm into a given class hierarchy, we can make a new, object-preserved, and flattened class hierarchy that is the cornerstone for reorganization of class hierarchy structure and plays an important role as a bridge on the incremental evolutionary changes and reuse of object-oriented software to reorganize class hierarchies.

• Kyungpook Mathematical Journal
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• v.45 no.1
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• pp.123-130
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• 2005

In this paper we discuss a class of analytic functions related to the starlike functions in the unit disk. We prove that this class belongs to the class of close-to-convex functions, we obtain the sharp coefficient upper bounds and distortion theorem of this class, we also get the convexity radius of this class.

• International Journal of Reliability and Applications
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• v.7 no.1
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• pp.13-25
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• 2006

A new class of life distributions is studied. This class is defined based on comparing the residual life time to the whole life in the moment generating function order giving 'the new better than used in the moment generating function order ageing class $(NBU_{mgf})$'. Fundamental properties of this class are given including some closure properties and characterizations. Finally, we consider new results about comparisons of age and block replacement policies when the underlying distribution belongs to $NBU_{mgf}$ aging classes.