• The korean journal of orthodontics
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• v.37 no.1 s.120
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• pp.29-43
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• 2007

Objective: To establish proper diagnosis and treatment plan for skeletal Class II malocclusions, some important factors to consider are the patient's skeletal morphology, prognosis as well as the treatment effects. Therefore, the present study analyzed the effects of activator treatment on different skeletal patterns in growing Class II malocclusion patients. Methods: A total of 116 patients (53 boys & 63 girls) in the experimental group were treated with the activator appliance. The experimental group was classified into either hyperdivergent or hypodivergent groups according to articular and genial angles. Results: Patients with hypodivergent growth patterns showed good effects of activator treatment. Conclusion: It seems conceivable that through classifying adolescent Class II malocclusion patients into different skeletal patterns, activator treatment effects may be predicted during the diagnosis and treatment planning stage.

• Journal of Yeungnam Medical Science
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• v.9 no.2
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• pp.321-326
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• 1992

The study consisted of all patients over 35years old undergoing surgical repair of atrial septal defect for the period from June 1985, to August 1992. The following results were observed. 1. ASD was closed with patch in 11(73%) patients. 2. The relationship of pulmonary artery systolic pressure to Qp/Qs ratio was not significant. 3. Before operation 6 patients were in NYHA functional class II, 8 were in class III, After operation 8 patients were in class I, 6 were in class II. 4. Atrial fibrillation has persisted in 3 patients and returned regular rhythm in 1 patient after surgery. 5. There was no operative mortality and we had good surgical results regardless of patient's age.

• Journal of Korean Neurosurgical Society
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• v.41 no.5
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• pp.283-290
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• 2007

Objective : This study was designed to analyze seizure outcome and to investigate the prognostic factors for predicting seizure outcome according to the preoperative evaluations, surgical procedures, topectomy sites and histopathological findings in patients with extratemporal lobe epilepsy [ETLE]. Methods : This study comprised 63 patients with ETLE who underwent surgery. Preoperative evaluations included semiologic analysis, chronic video-EEG monitoring, and neuroimaging studies. Surgical procedures consisted of topectomy in 51 patients, corpus callosotomy in 9, functional hemispherectomy in 2, and vagus nerve stimulation [VNS] in 1. Histopathological findings were reviewed. Postoperative seizure outcomes were assessed by Engel's classification at the average follow up period of 66.8 months. Chi-square test was used for statistics. Results : Total postoperative seizure outcomes were class I in 51 [80%] patients, class II in 6 [10%], class III in 6 [10%]. Patients with structural abnormalities on neuroimaging study showed class I in 49 [88%] patients [p<0.05]. Patients with focal and regional ictal EEG onset revealed class I in 47 [90%] patients [p<0.05]. Semiologic findings, surgical procedures, topectomy sites and histopathological findings did not show statistical correlation with seizure outcome [p<0.05]. Conclusion : A good seizure outcome was obtained in patients with ETLE. The factors for favorable seizure outcome are related to the presence of structural abnormalities on neuroimaging study, and focal and regional ictal EEG onset.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.13-21
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• 2012

In this paper I present the teaching strategies and methods of programming education based on the learning style which teachers can apply it to their class on condition that learning style can classify their students' preferences about learning strategies and methods. Recent related researches that prove the differences about student's specific abilities based on their learning styles could never help teachers design and do their teaching of programming in the class. Therefore this study about teaching strategies and methods of programming education will be necessarily. I propose the teaching strategies and methods of programming education based on the learning styles as a results of questionnaire to some professors of computer science education in university. Then, I design and do programming education in the experimental class in order to verify the availability of the proposed teaching strategies and methods. After teaching in class, I evaluate the statistical results of students' achievement test of programming. This study has some restrictions about small number of class and periods of teaching programming, but it will be a good case study about teaching strategies and methods of programming education based on the learning style.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.91-108
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• 2008

The goal of this study is to examine the sociality and school adjustment of elementary school lower-class students. The following research hypotheses were set up and addressed: Hypothesis 1: There would be significant differences in sociality of the elementary school lower-class students according to activity - making friends group counseling Program. Hypothesis 2: There would be significant differences in school adjustment of the elementary school lower-class students according to activity - making friends group counseling Program. The subjects for the study were 20 first grade students attending N elementary school in Daejeon area. The students were assigned to the two groups-experimental group(N=10) and controlled group(N=10). The experimental group received 10 sessions of the activity - making Friends group counseling program for 40 minutes by 2 times every week, and the controlled group didn't do anything. To verify the hypotheses, two tests(sociality and school adjustment tests) were administered for the pretest and post-test. Means and standard deviations obtained from these tests were analyzed with factorial covariance test using SPSSWIN(10.0). The results were as follows: Hypothesis 1 was confirmed. The scores of experimental group were significantly higher than those of controlled group in sociability, cooperation and independence, but not in observance. Hypothesis 2 was confirmed. The scores of experimental group were significantly higher than those of controlled group in teacher-student relationship, student-student relationship and classes, but not in the keeping rules. The conclusion of the result is that the program have a good effect on the elementary school lower-class students' sociality and school adjustment. Above all, along with long-term adaptability of the research, continuous studies are required.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.1-17
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• 2000

The purpose of this research was to apply and conduct a class with Gordon’s Creative Problem Solving Method(Synectics) to the area of ’human development and family relations’among male students in a jr. high school. Subject matters which were appropriate for applying Gordon’s Creative Problem Solving method were selected from ’human development and family relations’area, with problem circumstances set to reflect to the highest degree the interests of individuals and families. An 8 hour teaching instructional guide was constructed with $\boxdr$strategy 1$\boxul$of Gordon’s Creative Problem Solving method in order to solve creatively the established problem. This was practically implied to 70 students(each class had 34 and 36 students respectively) in K middle school located in Seoul. The period of this application was for 3 months during March through May of 1999. The perception of this method was examined by the teachers and students through open-ended questions. The record of perception showed that 56 students out of 70(with no response from 5 students) through that the class done by the creativity problem solving method was good. The majority of reasons mentioned for the positive answers were ’being able to receive different thoughts which were unusual of daily life’. In addition the students who participated in the class were able to foster a joint experience which improved their understanding of relationships and sens of community. moreover students who did not do well n the class or were diffident were encouraged to participate which in result showed that there was even an internal effect.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.3
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• pp.638-644
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• 2008

It is required small size electronic ballast to fullfill the design philosophy of miniaturizing in the application of slim lamps. However, the traditional magnetic ballasts operated at 50-60Hz have been suffered from noticeable flicker, high loss, large crest factor and heavy weight. In this study, in order to solve these problems, It was proposed for driving 35W Class fluorescent lamp in the new type of electronic ballast, which is composed of rectifier, active power factor corrector, series resonant half bridge inverter and piezoelectric transformer. A 35W class(T5 class) fluorescent lamp is driven to successful by the fabricated ballast with piezoelectric transformer. Experimental results, It is proposed to driving the lamp using a electronic ballast at operating frequency of $75{\sim}79kHz$ approximatively. It is operated after for 25 min that were obtained good results of the input power factor of 0.95 and efficiency of 86%, respectively.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.47-66
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• 2019

The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.241-249
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• 2021

This study is investigating the effectiveness of a blended learning for English listening and reading class by analyzing students' learning behavior. To this end, two surveys were conducted on a total of 75 students from the two different classes of Academic English Listening and Reading course. The research results showed that in the online class, the students built undesirable learning behavior such as solving listening quizzes by reading listening scripts or watching the instructor's lectures about the scripts and completing the assignment of summary of the scripts by referring to the Korean versions. In the offline class, the students' participation in group activities and attention to lectures was good. Therefore, it can be concluded that because of the students' poor online learning behavior, this blended learning was rather not effective. So the suggestions are discussed to enhance the effectiveness of the blended learning for English listening and reading.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.258-266
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• 2011

This study was carried out to P University of Education 111 students who participated in science materials study course 1 in spring semester 2011. Students have taken the course pre-service teachers of elementary school classes to target elementary school earth science field, they selected one of the sections to create a class and the students have fulfilled 15-minute classes in respectively from the first week of May 2011 to until end of that course. In this class, colleagues evaluated the classes and we used evaluated scores to determine level of instructional motivation strategy. The obtained results from this study are as follows; First, motivational strategies used by preliminary elementary school teacher were questions, presentation of pictures and photographs, storytelling, presentation of contradictory concepts and phenomena, pilot experiments Second, among preliminary elementary teachers' motivational strategies for teaching in the field of the earth storytelling, presenting contradictory phenomena and concepts, pilot experiment, presentation of contradictory concepts, questions got higher scores in the order. Third, storytelling received the highest scores by the evaluators. So we can consider storytelling as a good strategy for the next class. In particular, storytelling used by animism were more effective. Fourth, preliminary elementary school teachers used life knowledges and dairy experiences as instructional motivation.