• Journal of Korean Medical Ki-Gong Academy
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• v.12 no.1
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• pp.50-77
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• 2011

The social demand of manipulative therapy has increased. but the concept, terminology, classification and system of manipulative therapy is unclear. Therefore, academic organization on manipulative therapy is needed. The aim of this study is overview the evolution of manipulative therapy and based on this, we will find out how manipulative therapy is studied in South Korea. Manipulative therapy reflects medical knowledge and trends at the time. Historically people who work as key roles in evolution of manupulative therapy are Hippocrates, Claudius Galen, Acicenna(Ibn Sīnā), Ambroise Paré, Andreas Vesalius, Pehr Henrik Ling, Florence Nightingale, Andrew Taylor Still, Daniel David Palmer, James Beaver Mennell, James Henry Cyriax, Robin Mckenzie, Freddy Kaltenborn, Brian R Mulligan, George Goodheart, Mikao Usui, Wilhelm Reich, Ida Rolf. As the result of articles search, Massage, Chiropractics, acupressure(acupuncture), Chuna, osteopathy, reflexology, CST, Mulligan techniques, Dongbang whalbub, Kaltenborn-Evjenth orthopedic manual therapy are major subject that studied in South Korea.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.523-544
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• 2009

The object of this study is to analyze manipulative materials in the Pattern & Algebra field of Maths300-Maths with Attitude, Australian school mathematics program with manipulative materials to search meaningful ways for school mathematics. To accomplish these projects, 20 manipulative materials in the Pattern & Algebra field of the Maths with Attitude are introduced and each manipulative materials can be used are searched according to grades and fields of Korean educational course. And 4 mathematics classes for 3rd and 5th grades(two for each grades) with manipulative materials are performed and effect of these classes are examined by recorded data and students' opinions are inquired by questionnaire. First, We analyze Pattern & Algebra of the Maths with Attitude 20 manipulative materials such as 4ARM SHAPES, ADDITION TOTALS, ICE CREAM FLAVOURS, THE LAND OF ET, etc. In this analysis, plans for utilizing the manipulative materials are categorized in 9 types. Second, by students' handling these kinds of manipulative materials in classes, their interest in mathematics is increased and voluntary and creative classes out of the conventional ones can be made. Also, students' self-confidence in mathematics and active participation is animated. This kind of manipulative materials are introduced in the educational field of elementary schools, plans for utilizing the teaching aids in the field are analyzed, the teaching aids are practically applied to classes, and the effect and meanings for mathematics classes are examined. With this research, another researches about the introduction and utilization of other various manipulative materials for motivating students to efficiently understand what they learn in mathematics class of elementary schools are required.

• The Mathematical Education
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• v.48 no.3
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• pp.303-328
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• 2009

In this study, we developed the teaching methods using manipulative materials to teach regular polytopes, and applied these to first-year student of middle school who is attending the extra math class. In that class, we focused on the change of the mathematical representations -especially verval, visual and symbolic representations- and mathematical behavioral. By analyzing characterstics the students' work sheets, we obtained affirmative results as follows. First, manipulative materials played an important role on drawing a development figure of regular polyhtopes describing the verval representation definition of regular polytopes. Second, classes utilizing manipulative materials changed students verbalism level of representations the definition of regular polytopes. For example, in the first class about 60% of students are in the $0{\sim}2$ vervalism level, but in the third class, about 65% of students are in the $6{\sim}7$ level. Third, classes utilizing manipulative materials improved visual representation about development figure. After experiences making several development figures about regular octahedron directly, and discussion, students found out key points to be considered for draws development figure and this helped to draw development figures about other regular polytopes. Fourth, students were unaccustomed to make symbolic representations of regular polytopes. But, they obtained same improvement in symbolic representations, so in fifth the class some students try to make symbol about something in common of whole regular polytopes. Fifth, after the classes, we have significant differences in the students, especially behavioral characteristics in II items such as mind that want to study own fitness, interest, attachment, spirit of inquiry, continuously mathematics posthumously. This means that classes using manipulative materials. Specially, 'mind that want to study mathematics continuously' showed the biggest difference, and it may give positive influence to inculcates mathematics studying volition while suitable practical use of manipulative materials. To conclude, classes using manipulative materials may help students enhance the verbal, visual representation, and gestates symbol representation. Also, the class using manipulative materials may give positive influence in some part of mathematical behavioral characteristic. Therefore, if we use manipulative materials properly in the class, we have more positive effects on the students cognitive perspect and behavioral cteristics.

• East Asian mathematical journal
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• v.25 no.3
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• pp.321-341
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• 2009

The purpose of this study was to examine the effect of the manipulative materials in the Australian Maths 300 program by applying it to Korean Elementary Mathematics Education - based on parts of 'Probability and Statistics', and 'Symbol and Expression'. In order to this purpose, we select appropriate Maths 300's manipulate materials that could be used to obtain learning objectives within class time for each part, four lessons with the materials were taught at to third, fourth, and fifth grade students of elementary School. The effect of the teaching was analyzed by videotape and student opinion. The results of this study are the following: First, the manipulative tools were almost entirely lacking for the 'Probability and Statistics' section without a 'number of cases' unit. The tools presented in the 'Symbol and Expression' section were helpful in the games that were used for checking preceding learning. Second, the results of using the Math 300 manipulative materials in class showed that the students were eager to be involved in the activities using those materials and to find their own solutions in problem-solving questions that were suited to them; these led to them making their own questions. In response to questioning about the use of the manipulative materials, the students stated that it was easy and fun for them to use the manipulative materials, to solve the problems for themselves, and that they would like to continue practicing the activities in the future. Finally, Studies on the presentation of a variety of manipulative materials including those in this study that can used in problem-solving learning and other learning fields, and the methodology for the use of manipulative materials can be enhanced through further studies.

• The Mathematical Education
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• v.48 no.1
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• pp.1-20
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• 2009

The study was to investigate an effect of students' learning for enhancing spatial ability, using a geometric manipulative recently designed. A mixed methodology was chosen to achieve the purpose of the study. To find students' achievement, 152 of the 8th graders in Kyunggi Do participated in data collection. At the same time. students' performance of the class was videotaped and analyzed to see students' responses, The results showed that the effect of using the manipulative was statistically significant at level, p<.05 to enhance the spatial ability. Specifically, in comparison of each component. spatial orientation was more effective than spatial visualization. In the spatial orientation, the part of field was more effective than the reorganized whole. It showed that students were given more opportunities to find mathematical properties and relations between 2nd and 3rd-dimensional figures through their intuitive observation, and also the manipulative helped the students find the property of the part of field because it gave an easy way to manipulate the property of the find parts of whole which was composed of the frame of the solid figures without surfaces. In using the manipulative, students were very flexible in finding the number of plane figures, but the relations between the 2nd and 3rd dimensional figures need to be clearly guided in consideration of the characteristics of the manipulative, based on the definitions of geometric properties(cf. points can make lines, not surfaces directly).

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.71-86
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• 2013

The use of manipulative materials is one of the most important teaching-learning methods at primary level, and is recommended across all grade levels and for all areas of mathematics. This study looked into specific manipulative materials suggested in Korean elementary mathematics textbooks and analysed perceptions and actual use of the manipulative materials according to the teachers. As a result, although most teachers were fully familiar with mathematical topics for which manipulative materials can be used and actually used those materials in lessons, but their knowledge on the efficiency of manipulatives and the way to use them efficiently was found somewhat insufficient. This suggests that teachers' knowledge on manipulative materials must be enhanced and there should be active measures taken to support the use of it.

• The Journal of Churna Manual Medicine for Spine and Nerves
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• v.10 no.1
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• pp.97-106
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• 2015

Objectives: The Purpose of this study is to report three cases on tension-type headache treated by Chuna manipulative therapy. Methods: Three patients diagnosed tension-type headache were treated with Chuna manipulative therapy only. To evaluate effect of treatment, visual analogue scale(VAS) and headache impact test(HIT) were used. We checked VAS and HIT score three times(pretreatment, post-treatment, follow-up). An interval among each evaluation time is 4 weeks. Results: At post-treatment evaluation, VAS and HIT score declined significantly compared with pre-treatment. At follow-up evaluation, the pain did not increased. Conclusions: These results suggests that Chuna manipulative therapy may be effective for tension-type headache.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.13 no.4
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• pp.1825-1844
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• 2019

Political campaigns circulate manipulative opinions in online communities to implant false beliefs and eventually win elections. Not only is this type of manipulation unfair, it also has long-lasting negative impacts on people's lives. Existing tools detect political manipulation based on a supervised classifier, which is accurate when trained with large labeled data. However, preparing this data becomes an excessive burden and must be repeated often to reflect changing manipulation tactics. We propose a practical detection system that requires moderate groundwork to achieve a sufficient level of accuracy. The proposed system groups opinions with similar properties into clusters, and then labels a few opinions from each cluster to build a classifier. It also models each opinion with features deduced from raw data with no additional processing. To validate the system, we collected over a million opinions during three nation-wide campaigns in South Korea. The system reduced groundwork from 200K to nearly 200 labeling tasks, and correctly identified over 90% of manipulative opinions. The system also effectively identified transitions in manipulative tactics over time. We suggest that online communities perform periodic audits using the proposed system to highlight manipulative opinions and emerging tactics.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.701-722
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• 2010

Students have to investigate, experiment and inquire using the manipulative materials and real-world thing for studying Geometry. Manipulative materials activities encourage to understand mathematical concept and connection of symbol. Experiment activities using the computer focused the student's intuitive and inquisitive activities because of visualization of an abstract mathematics concept. This study developed a workbook through the use of manipulative materials and computer for operating and experimenting, and suggested a method for inquiry of geometrical properties and proved an effect. Manipulative materials-experiment activities was proven effective to middle level and lower level students in understanding the geometrical properties, and was proven effective to high level and lower level students when it comes to mathematical communication ability. When students operate, at first, they have to know about the feature and information of the materials, and the teacher has to make an elaborate plan and encourages the students to discuss about this.

• Journal of Korean Physical Therapy Science
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• v.10 no.2
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• pp.62-72
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• 2003

The purpose of this study is to prove the efficacy of the Kaltenborn-Evjenth Orthopedic Manipulative Therapy and the Conventional Physical Therapy that influence changes in pain and range of motion when those therapies are applied to patients with temporomandibular pint movement restriction. The subjects of the study were 30 randomly selected patients who had been diagnosed with temporomandibular pint movement restriction and had endured pain for more than two weeks. These patients had visited one of three hospitals in Pyongchon 00 Hospital. The subjects were divided into two groups with 15 patients each. The Kaltenborn-Evjenth Orthopedic Manipulative Therapy was applied to one group and the Conventional Physical Therapy was applied to the other group, once a day for three days. Then, the pain perception degree was measured by using the Visual Analogue Scale(VAS) and a digital device(Absolute Digimatic) measured the range of motion for each group. The average and standard errors were calculated for each measured items and a paired t-test was used for identifying significance in the differences in the pain perception degree and the range of motion between the two groups according to therapy. The significant level was set as ${\alpha}=0.05$. The changes in the pain perception degree were statistically significant in both groups; however, the group that received Kaltenborn-Evjenth Orthopedic Manipulative Therapy(KE-Group) showed more significant changes in a decrease in the pain perception degree than did the group that received the Conventional Physical Therapy(CPT-Group). Both groups showed significant results regarding changes in the range of motion: however, the KE-Group showed more of a significant difference in the average of the range of motion than did the CPT-Group(p<0.001). Comparing the changes in the range of motion between the two groups, the KE-Group showed a significant result which means that the KE-Group had a higher therapy effect than did the CPT-Group(p<0.05). Based on the results of this study, we found that the Kaltenborn-Evjenth Orthopedic Manipulative Therapy decreased pain and increased the range of motion. With such findings, we expect that the Kartenborn-Evjenth Orthopedic Manipulative Therapy can be used as an effective treatment method for patients with tempomrnandibular pint movement restriction and that the treatment period can be reduced with this therapy as well.