• The Journal of Korean Academy of Prosthodontics
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• v.44 no.1
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• pp.40-50
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• 2006

Statement of problem: $Periotest^(R)\;and\;Osstell^{TM}$ were known as the most objective and quantitative mobility tests available for evaluating stability of implant in vivo. Although a correlation between PTV widely used and ISQ recently introduced exist, a PTV was corresponded to various ISQ. A correct evaluation of implant stability could be obtained only after one has a thorough understanding of the limitations of devices and factors that affect measurements. Purpose: The purpose of this study was to investigate the causes of variables in the values obtained with these two tests. Material and method: A total of 333 implants 134 $Br{\aa}nemark$, 5 Silhouette and 194 ITI implants were investigated. Result: 1. There was a correlation between PTV and ISQ (Spearman correlation =0.39, p<0.0001) 2. The factors that affected ISQ were diameter of implant future, location of implant and implant system (submerged type vs non-submerged type). 3. The factors that affected W were dimeter of implant future, location of implant, and elapsed time after implant placement. 4. There was no significant difference between different surface treatments of RBM, smooth surface and ti-unite on PTY and ISQ. 5. In radiographic finding, no saucerization or bone resorption has been detected in implants with ISQ values that were above the average level of each PTV. These higher values had higher bone densities around the implant fixture. Saucerization was observed in the most impants with ISQ values that were below the average level of each PTV. Conclusion: There was a correlation between ISQ and PTV. However, each measuring methods had factors influencing the measured values. PTV were less sensitive to marginal bone resorption and influenced with the striking point on an implant to the level of bone. With ISQ, the height of implant from bone level to transducer should be considered.

• Korean Journal of Community Nutrition
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• v.22 no.1
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• pp.13-21
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• 2017

Objectives: This study was conducted to evaluate the nutrition quotient (NQ) by mother's parenting style which may influence the NQ in preschool children. Methods: Subjects were 310 mothers and their 4-6 year old children. The questionnaire composed of demographic characteristics, mother's parenting style at meal time and eating behavior as measured by NQ questions. The NQ questions consisted of 19 food behavior checklist items and all items were grouped into 5 factors: balance, diversity, moderation, regularity, and practice. Mother's parenting style was classified by using words for nutrition education at meal time. All data were statistically analyzed by SPSS program (Ver. 23) and the statistical differences in variables were evaluated by Student's t-test, ${\chi}^2$-test, One-way ANOVA. Results: We observed that in children whose mothers use the parenting style at meal time of 'explanation' and 'compliment & cheer up' had high dietary regularity, diversity, practice. The children of mothers who use the parenting style at meal time of 'persuasion' and 'reward' were found to have a lower degree of balance, diversity, and practice. Especially, children of 'reward' style mothers had lower moderation of dietary life. On the other hand, among the parenting style at meal time of 'comparison & demand', 'treating' and 'faire', there was no significant difference in the NQ factor by each group. NQ grade was higher among those who used more explanation (p < 0.001) and persuasion (p < 0.01) and with use of less persuasion (p < 0.01) and reward (p < 0.01). The positive association observed between the frequency of dietary education of mothers and higher NQ grade indicated the degree of dietary practices of those children. On the other hand, the children of mothers who rarely practice the dietary education at home had lower NQ grade (p < 0.001). Conclusions: In order to promote children's proper dietary behaviors, it is important to provide nutrition education to children as well as provide guidance on parenting style at meal time.

• The Korean Journal of Food And Nutrition
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• v.34 no.2
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• pp.156-164
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• 2021

This study aimed to investigate the relationship between eating speed and nutritional status among Korean high-school students using Nutrition Quotient for Korean Adolescents (NQ-A). In this study, a questionnaire survey was conducted in 453 high-school students (227 boys and 226 girls) from September 2019 to October 2019 in Chungbuk area. Based on the self-reported speed of eating data, subjects were classified into a fast group (n=180), a medium group (n=184), and a slow group (n=89). NQ-A scores for each group were measured in each speed group. In the environment section, girls showed a significant difference in usage time of electronic devices, such as TVs and smartphones: the fast group spent significantly more time than the medium group (p=0.035). In the practice section, among boys, the slow group had significantly higher scores for washing hands before eating than the medium and the fast groups (p=0.022). This study suggested that eating speed of high school students is associated with health-related environment factor and practice factor of NQ-A, such as time spent on smart devices or washing hands before eating. The study results can provide baseline data for nutrition education on health management of high school students.

• Korean Journal of Community Nutrition
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• v.28 no.1
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• pp.1-10
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• 2023

Objectives: This study aimed to investigate the nutritional status and dietary behavior of adolescents from North Korean refugee (NKR) families residing in South Korea (SK), who are known to be at a higher risk of malnutrition due to their lower socioeconomic status and facing other psychological challenges. Methods: A total of 178 adolescents (91 males and 87 females) from NKR families were included in the analysis, and their demographic details such as age, birthplace, parental nationality, and duration of their settlement in SK were collected through questionnaires. Anthropometric measurements were also taken to determine their growth and nutritional status according to the 2017 Korean National Growth Charts for children and adolescents. The study used the Nutrition Quotient for Korean Adolescents (NQ-A) questionnaire to assess the dietary behavior of the participants. Results: Approximately 11.8% and 10.1% of participants were identified with malnutrition and obesity, respectively. The total mean score for the NQ-A was 50.1. The mean scores for the individual factors of balance, diversity, moderation, environment, and practice were 49.2, 44.7, 43.8, 51.2, and 61.5, respectively. Approximately 47.2% of participants had a low NQ-A grade. However, there was no significant difference in the NQ-A scores according to their nutritional status or duration of time in SK. Conclusions: Adolescents from NKR families exhibited both malnutrition and obesity. However, their dietary behavior, as assessed using the NQ-A, did not vary with their nutritional status. The unique challenges and related dietary behavior of North Korean adolescent refugees should be taken into consideration, when developing targeted strategies for nutritional education and health management programs.

• Journal of Nutrition and Health
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• v.55 no.6
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• pp.630-641
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• 2022

Purpose: In this study, we assessed the intake of nutrients and food groups and analyzed the nutrition quotient of obese children in South Korea. The hypothesis was that dietary quality and nutrient intake are related to the body mass index (BMI) of obese children. Methods: The participants included 48 children (20 boys and 28 girls). Based on the guidelines for the age-for-body mass index provided by the Korean National Growth Charts for children and adolescents, the participants were divided into 3 groups: overweight, BMI ≥ 85th percentile; obese, BMI ≥ 95th percentile; severely obese, BMI ≥ 99th percentile. Results: The energy distribution showed that the carbohydrate ratio was significantly higher in the overweight group (p < 0.01), whereas the fat ratio was significantly higher in the obese and severely obese groups (p < 0.05). Thus, in the overweight and obese groups, the percent body fat was negatively associated with the carbohydrate ratio (p < 0.05) but was positively associated with the fat ratio (p < 0.05). The Dietary Reference Intakes (DRI) data revealed that the intake levels of protein, vitamin B₁, vitamin B₁₂, and sodium were higher in all groups. Intakes of fiber, calcium, potassium, and magnesium were insufficient in all groups, and the DRI percent for protein was significantly higher in the obese and severely obese groups than in the overweight group. No significant differences were obtained in food group patterns or Nutrition Quotient (NQ) scores among the 3 groups. According to the evaluation results by food record and NQ, a significant difference was obtained in the dietary quality of obese children. Conclusion: We conclude that a higher intake of fat enhances weight gain. Based on the study results, we propose that the guidelines should consider the energy distribution of carbohydrate and fat intake to prevent and control obesity among Korean children.

• School Mathematics
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• v.4 no.4
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• pp.633-642
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• 2002

This paper focuses on the concepts of a value of ratio and a rate in elementary school mathematics. Although the concept of a value of ratio can be distinguished meaningfully from that of a rate by phenomenological analyses, this distinction is impossible at the elementary school level. Two concepts tend to be treated as identical, therefore they need to be classified by the other methods. By analyzing the series of mathematics textbooks from the first curriculum to the present 7th curriculum, this paper investigated how two concepts have been transposed into the products of school mathematics. In addition, we discussed how the difference of two concepts in the changing process of definitions have been presented clearly to the students. As a result, this paper concluded that the difference of two concepts has not been developed clearly for elementary students in general, except the textbook by the 7th curriculum. The definitions of two concepts were described obscurely so that the students may confuse the concept of a value of ratio with that of a rate. The role of a value of ratio needs to be reconsidered when it is applied to set proportional expressions. Therefore, this paper suggests not adhering to the terminology ‘value of ratio’ to present the ratio as a quotient or the rate as a fractional representation in school mathematics.

• Journal of Oriental Neuropsychiatry
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• v.19 no.1
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• pp.97-105
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• 2008

Objective : The objective of this study is to investigate the intellectual characteristics of the specific language impairment(SLI) and the borderline intelligence-language disorder (BI-LD). Method : 30 Children participated in this study, IS children with SLI(K-WISC-ill FIQ above 85, Test of Problem Solving score below -1.25SD, verbal comprehension factor index of K-WISC III below 80), 14 children with BI-LD(K-WISC-ill FIQ $70^{\sim}85$, Test of Problem Solving score below -1.25SD, verbal comprehension factor index of K-WISC III below 80). All students were evaluated with K-WISC III, Test of Problem Solving. full-scale IQ (FSIQ), \ verbal intelligence quotient (VIQ), Verbal Comprehension Index, and Test of Problem Solving score were compared between two groups. Result : All subtests scores of PIQ in the SLI were significantly higher than those in the BI-LD. there was no significant difference in the subtests scores of VIQ. In the VIQ subtests, Information, Arithmetic, Comprehension score were higher in the SLI compared to the BI-LD, but the score of Similarities and Vocabulary were similar between two groups. Conclusion: These results suggest that inspite of the difference of PIQ, SLI and BI-LD have similar language abilities, and there are some different intellectual characteristics between SLI and BI-LD

• Bulletin of the Korean Mathematical Society
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• v.50 no.1
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• pp.263-273
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• 2013

A mean-value result, saying that the difference quotient of a differentiable function in a real interval is a mean value of its derivatives at the endpoints of the interval, leads to the functional equation $$\frac{f(x)-F(y)}{x-y}=M(g(x),\;G(y)),\;x{\neq}y$$, where M is a given mean and $f$, F, $g$, G are the unknown functions. Solving this equation for the arithmetic, geometric and harmonic means, we obtain, respectively, characterizations of square polynomials, homographic and square-root functions. A new criterion of the monotonicity of a real function is presented.

• Phonetics and Speech Sciences
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• v.9 no.2
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• pp.53-59
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• 2017

The present study examined if individual listeners' perceptual variations were associated with their cognitive characteristics indexed by the Autistic Spectrum Quotient (AQ). This study first investigated the perception of the lexical pitch accent contrast in the Kyungsang Korean currently undergoing a sound change, and then tested if listeners' perceptual variations were correlated with their AQ scores. Eighteen Kyungsang listeners in their 20s participated in the perception experiment where they identified two contrastive accent words for auditory stimuli systematically varying F0 scaling and timing properties; the participants then completed the AQ questionnaire. In the results, the acoustic parameters reporting reduced phonetic differences across accent contrasts for younger Kyungsang generation played a reliable role in perceiving the HH word from HL, suggesting the discrepancy between the perception and the production in the context of sound change. This study also observed that individuals' perceptual variations were negatively correlated with their AQ sub scores. The present findings suggested that the sound change might appear differently between production and perception with a different time course, and deviant percepts could be explained by individuals' cognitive measure.

• The Mathematical Education
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• v.49 no.2
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• pp.267-279
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• 2010

Mathematics is the subject which is distinctive in logical hierarchy, so the dificiency of prior learning or lack of understanding can result in learning disabilities of follow-up study. To minimize the learning disabilities, we should percieve student's problems and correct them through "Error Analysis" so that they can make up meaningful learning. Especially, in the case of division, its meaning is various, and the interpretation of the quotient and the remainder is the difference according to the caculation results, so students are likely to make errors often. Therefore, in this study, I presented the measures of how to instruct them under the circumstances in which division is applied by analyzing examples of incorrect answers.