• The Journal of Korean Academy of Prosthodontics
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• v.45 no.4
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• pp.506-521
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• 2007

Statement of problem: The cumulative success rate of wide implant is still controversial. Some previous reports have shown high success rate, and some other reports shown high failure rate. Purpose: The aim of this study was to analyze, and compare the biomechanics in wide implant system embeded in different width of crestal bone under different occlusal forces by finite element approach. Material and methods: Three-dimensional finite element models were created based on tracing of CT image of second premolar section of mandible with one implant embedded. One standard model (6mm-crestal bone width, 4.0mm implant diameter central position) was created. Varied crestal dimension(4, 6, 8 mm), different diameter of implants(3.3, 4.0, 5.5, 6.0mm), and buccal position implant models were generated. A 100-N vertical(L1) and 30 degree oblique load from lingual(L2) and buccal(L3) direction were applied to the occlusal surface of the crown. The analysis was performed for each load by means of the ANSYS V.9.0 program. Conclusion: 1. In all cases, maximum equivalent stress that applied $30^{\circ}$ oblique load around the alveolar bone crest was larger than that of the vertical load. Especially the equivalent stress that loaded obliquely in buccal side was larger. 2. In study of implant fixture diameter, stress around alveolar bone was decreased with the increase of implant diameter. In the vertical load, as the diameter of implant increased the equivalent stress decreased, but equivalent stress increased in case of the wide implant that have a little cortical bone in the buccal side. In the lateral oblique loading condition, the diameter of implant increased the equivalent stress decreased, but in the buccal oblique load, there was not significant difference between the 5.5mm and 6.0mm as the wide diameter implant. 3. In study of alveolar bone width, equivalent stress was decreased with the increase of alveolar bone width. In the vertical and oblique loading condition, the width of alveolar bone increased 6.0mm the equivalent stress decreased. But in the oblique loading condition, there was not a difference equivalent stress at more than 6.0mm of alveolar bone width. 4. In study of insertion position of implant fixture, even though the insertion position of implant fixture move there was not a difference equivalent stress, but in the case of little cortical bone in the buccal side, value of the equivalent stress was most unfavorable. 5. In all cases, it showed high stress around the top of fixture that contact cortical bone, but there was not a portion on the bottom of fixture that concentrate highly stress and play the role of stress dispersion. These results demonstrated that obtaining the more contact from the bucco-lingual cortical bone by installing wide diameter implant plays an important role in biomechanics.

• The Journal of Korean Academy of Prosthodontics
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• v.46 no.3
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• pp.290-297
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• 2008

STATEMENT OF PROBLEM: Implant-supported fixed cantilever prostheses are influenced by various biomechanical factors. The information that shows the effect of implant number and position of cantilever on stress in the supporting bone is limited. PURPOSE: The purpose of this study was to investigate the effect of implant number variation and the effect of 2 different cantilever types on stress distribution in the supporting bone, using 3-dimensional finite element analysis. MATERIAL AND METHODS: A 3-D FE model of a mandibular section of bone with a missing second premolar, first molar, and second molar was developed. $4.1{\times}10$ mm screw-type dental implant was selected. 4.0 mm height solid abutments were fixed over all implant fixtures. Type III gold alloy was selected for implant-supported fixed prostheses. For mesial cantilever test, model 1-1 which has three $4.1{\times}10$ mm implants and fixed prosthesis with no pontic, model 1-2 which has two $4.1{\times}10$ mm implants and fixed prosthesis with a central pontic and model 1-3 which has two $4.1{\times}10$ mm implants and fixed prosthesis with mesial cantilever were simulated. And then, 155N oblique force was applied to the buccal cusp of second premolar. For distal cantilever test, model 2-1 which has three $4.1{\times}10$ mm implants and fixed prosthesis with no pontic, model 2-2 which has two $4.1{\times}10$ mm implants and fixed prosthesis with a central pontic and model 2-3 which has two $4.1{\times}10$ mm implants and fixed prosthesis with distal cantilever were simulated. And then, 206N oblique force was applied to the buccal cusp of second premolar. The implant and superstructure were simulated in finite element software(Pro/Engineer wildfire 2.0). The stress values were observed with the maximum von Mises stresses. RESULTS: Among the models without a cantilever, model 1-1 and 2-1 which had three implants, showed lower stress than model 1-2 and 2-2 which had two implants. Although model 2-1 was applied with 206N, it showed lower stress than model 1-2 which was applied with 155N. In models that implant positions of models were same, the amount of applied occlusal load largely influenced the maximum von Mises stress. Model 1-1, 1-2 and 1-3, which were loaded with 155N, showed less stress than corresponding model 2-1, 2-2 and 2- 3 which were loaded with 206N. For the same number of implants, the existence of a cantilever induced the obvious increase of maximum stress. Model 1-3 and 2-3 which had a cantilever, showed much higher stress than the others which had no cantilever. In all models, the von Mises stresses were concentrated at the cortical bone around the cervical region of the implants. Meanwhile, in model 1-1, 1-2 and 1-3, which were loaded on second premolar position, the first premolar participated in stress distribution. First premolars of model 2-1, 2-2 and 2-3 did not participate in stress distribution. CONCLUSION: 1. The more implants supported, the less stress was induced, regardless of applied occlusal loads. 2. The maximum von Mises stress in the bone of the implant-supported three unit fixed dental prosthesis with a mesial cantilever was 1.38 times that with a central pontic. The maximum von Mises stress in the bone of the implant-supported three-unit fixed dental prosthesis with a distal cantilever was 1.59 times that with a central pontic. 3. A distal cantilever induced larger stress in the bone than a mesial cantilever. 4. A adjacent tooth which contacts implant-supported fixed prosthesis participated in the stress distribution.

• Journal of the korean academy of Pediatric Dentistry
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• v.35 no.4
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• pp.628-634
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• 2008

In recent years, cross-contamination has become one of the noticeable issues in dental clinic. Two major routes of contamination are the direct-contamination through blood and oral secretion and the indirect-contamination through dental office equipments. Especially, air-contamination through air-floating pollutant in a confined space like hospital, and also contamination through aerosol ejected from high-speed handpiece in a dental office was interested. The purpose of this study was to understand risk of bacterial infection through aerosol from handpiece in a dental office, which will help the practitioner with prevention of contamination during dental treatment. The main findings are as follows. 1. In a comparative test, the group using handpiece has higher bacterial number than the group not using handpiece with significant statistical difference(P<0.01). 2. The group using handpiece with rubber dam has lower bacterial number than the group using handpiecewithout rubber dam with significant statistical difference(P<0.01). 3. Comparing the group using drainage water with the group using distilled water as a handpiece water source results in 22.4 cfu and 17.0 cfu respectively but the difference is no statistically significant(P>0.05). 4. Measuring cfu at 0.5m and 1.5m distance, 0.5m distance showed higher bacterial number with statistical significance(P<0.01). 5. Classification of bacterial types showed the largest bacterial number came from gram-positive micrococcus(73.9%), and gram-negative micrococcus, gram-negative bacillus, and gram-positive bacillus follow in descending order.

• Journal of the korean academy of Pediatric Dentistry
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• v.35 no.4
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• pp.671-676
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• 2008

AgI/II of Streptococcus mutans(S. mutans) is an important virulence factor that contributes to the pathogenesis of S. mutans-induced dental caries. In oral cavity, salivary IgA antibodies act as safeguards against enormous challenges from oral bacteria. IgA antibodies inhibit adherence of cariogenic microorganisms to hard surfaces. Analysis of salivary IgA against AgI/II can be very useful diagnostic and powerful communication tools to the dental caries The purpose of this study was to investigate correlation between salivary AgI/II specific IgA and incidence of dental caries among children and young adults. Subjects consisted of 28 children and 18 adults. They were assigned to four groups : Group I deft index $\leq$3), Group II(deft index $\geq$4), Group III(DMFT index $\leq$3), Group IV(DMFT index $\geq$4) and they was divided two groups into caries resistant group and caries susceptible group. The study group were examined caries activity and their salivary IgA was evaluated by enzyme-linked immunosorbent assay. The results are as follows : 1. There was a positive correlation between the number of S. mutans and caries activity. 2. The titer of salivary IgA against the AgI/II was significantly higher in caries resistant group than caries susceptible group(p<0.01). 3. The titer of salivary IgA against the AgI/II in Group III was significantly higher than Group II(p<0.05).

• Journal of Radiation Protection and Research
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• v.23 no.4
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• pp.229-236
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• 1998

In order to establish a testing system for personnel dosimetry performance, the radiation fields from photons, beta particles and neutrons are required, in recent, Korea Institute of Nuclear Safety(KINS) established the reference radation fields except neutrons and tested a variety of their properties. As a result of the test, the reference beams were shown to meet satisfactorily not only the standards of the International Organization for Standardization(ISO), but also the standard levels of the developed countries which are intercomparable with the international traceability. This paper describes the reference beam of gamma radiation. The self-designed and established reference radiation fields were investigated and analyzed by ISO and other international standards. The secondary photon contribution and the beam uniformity of the gamma radiation field were measured and evaluated to fulfill those requirements suggested by the ISO-4037. The measured air kerma rate for the $^{137}$Cs and $^{60}$Co gamma fields was 0.1891 $\sim$ 23.4967 $\mu$Gy/s sand 0.5844 $\sim$ 15.9954 $\mu$Gy/s respectively. The uncertainty with 95 % confidence level of the measured air kerma rate was determined to be less than 2.5 % which is comparable to the international reference gamma radiation fields. It was found that the evaluated air kerma calibration factors of Exradin ionization chamber were in good agreement within 0.9 % and 0.03 % with those given by PTB and NIST, respectively. The gamma radiation fields installed at KINS can maintain traceability systems in Korea, Germany and United State.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.576-593
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• 2010

The purpose of this study was to identify the current status of ethics education in science and technology for pre-service science teachers and find out their recognition on the needs for ethics education at school. A survey was administered for this study and a total of 594 pre-service science teachers studying in college/university of education participated. The survey was organized to examine participants' 1) experience in ethics education in science and technology, 2) recognition on the needs of ethics education in science and technology, and 3) the need for it in elementary and secondary school. Each item was responded using either 1 to 5 Likert type scale, multiple choices, or open questionnaires. The results showed that 37.4% of participants obtain science technology information from the mass media, and 23.5% from the school education. Only 8.4% of the participants had the experience of taking class on ethics in science and technology. In terms of level of confidence in understanding the ethical issues in science and technology, the average response was 2.73. However, their perception on the needs of the ethics education ranges from 3.34 to 4.58, which is much stronger than other responses on average. This strong perception on the needs was much higher for pre-service science teachers for elementary school, than those of the secondary school(p<.05). All participants recognized the need for ethics education in science and technology at both elementary and secondary school. In responses for which subject should provide ethical issues on science and technology, science class was most frequently suggested (62.4%), followed by ethics class (29.1%). In responses for the most efficient form of learning, they suggested that case studies (43.5%), followed by discussions (41.4%) would be an efficient way to learn. Even in the responses of open questionnaires asking for efficient ways of learning ethical issues, participants suggested that discussions on various ethical issues on the cases in the science and technology would provide practical and substantial learning.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.613-624
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• 2014

The aim of this study is to explore why Korean 4th graders' interest in science was not connected to career aspirations in science using the perspective of science identity. Forty-five students with a high interest in science but with low science-related aspirations have been chosen from 488 elementary school students who have completed a questionnaire exploring students' interest and career aspirations in science. Among them, 19 who have received parental permission participated in in-depth interviews examining students' science identities (interest, competence, and recognition by others in science) and their experiences and perceptions of science-related activities. The results showed that most students have limited or situational interest in science, a gap between the perception of their competence in science and their competence for a science-related career, and negative recognition by others in science. Also, participants' science identities and low aspirations for a science-related career constrained their attention and participation in science-related activities. Students' negative science identities and low aspirations for science-related careers were based on the high standards of science-related careers. It seems that these erroneous perceptions and expectations led them to differentiate themselves from students pursuing science-related careers, as well as to perceive that their interest, competence, and recognition by others in science were not enough to pursue a science-related career. This study has implications for understanding the current condition of young students with low aspirations for science careers and exploring desirable objectives and strategies to promote activities to raise their aspirations for science-related careers.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.677-691
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• 2014

Understanding of the nature of science (NOS) has been a consistent topic as one of the most important goals in science education for the past several decades. Even though there is a variety of research related with the NOS conducted in science education, few researches has been conducted for the conception of scientists regards to the nature of science (Bayir et al., 2014; Taylor et al., 2008; Wong & Hudson, 2008). Recently, researchers in science education turned their attention to identifying views of scientists about the nature of science since they recognized the importance of participation of scientists in science education (Southerland et al., 2003; Taylor et al., 2008). This study was conducted to examine the Korean scientists' views of the nature of science. Through the use of semi-structured questionnaire and in-depth interview the views of 35 scientists who belong to the Korean-American Scientists and Engineers Association (KSEA) regards to the nature of science were explored. Findings show that while the scientists have more informed views with respect to the tentativeness of scientific knowledge, cultural and social influence embedded in science, the limitation of science, and the collaboration of science with others, the scientists have more na${\ddot{i}}$ve views about the distinction between laws and theories, the existence of a universal scientific method, and the importance of imagination and creativity. As such, it can be assumed that the scientists cannot conceptualize their notion in a philosophical sense even though they are engaged in scientific work in reality (Bayir et al., 2014).

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.507-521
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• 2017

The purpose of this study is to investigate a meaningful path model among the components of students' positive experiences about science and science learning to understand the interactive relationships among different variables of affective domains. Positive Experiences about Science (PES) means whole experiences that have positive effects on students' affectional achievement related with science learning, which consists of science academic emotion, science-related self-concept, science learning motivation, science-related attitude, and science-related career aspiration. We conducted an online survey with 1,841 students consisting of 4th, 6th, 8th, and 10th graders from 17 provinces and cities using Test for Indicators of Positive Experiences about Science (TIPES). To explore the structural relationships among variables, we selected and analyzed an optimal structural equation model and then conducted multigroup analyses among groups. According to the analysis of the structural equation model, 'positive as well as negative science academic emotion' has effects on science learning motivation, science-related attitude, and science-related career aspiration via science-related self-concept. According to the independent t-test results for TIPES scores by participants' characteristics, there were statistically significant differences in the average scores of five sub-components of PES depending on gender, school-level, school location, and participation in science-related activities. According to the multi-group analysis results, the difference of path coefficients by gender and school-level were statistically significant, whereas the difference of path coefficients by school location and participation were not significant. Discussed in the conclusion are the implications of this research for science education research and ways to help students' affectional achievement related with science learning.