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조옥환,임미경 원광대학교 치의학연구소 2000 圓光齒醫學 Vol.10 No.1
The aim of this study was to evaluate the effect of various curing methods on the microleakage of compomer restorations. Fifty extracted human premolar and molar were used and randomly divided into 5 groups. After cavity preparation, compomer (F2000^ ) was filled according to the manufacturer's directions. All groups, except group 5, were filled using an incremental technique. Group 1 was polymerized for 40 seconds at a continuous 485㎽/㎠ with a VIP^ (Bisco, USA) light cure unit. Group 2 was polymerized for 20 seconds at 345㎽/㎠ and then for 20 seconds at 645㎽/㎠ with the VIP^ light cure unit. Group 3 was polymerized at 400㎽/㎠, gradually increased to 50㎽/㎠ per 10 seconds until 550㎽/㎠ was reached; total 40 seconds with a Spectrum 800^ (Dentsply Caulk, USA) light cure unit. Group 4 was polymerized for 3 seconds using an incremental technique with a Flipo R (LOKKi, France) light cure unit. Group 5 was polymerized for 3 seconds using a bulk fill technique with the FlipoR light cure unit. The specimens were embedded with acrylic resin, and were sectioned with diamond saws in a mesiodistal direction along the longitudinal axis of the tooth so as to pace through the center of the restoration, and three surfaces (gingival, occlusal, and pulpal) were examined with SEM. The results were as follows; 1. All groups using an incremental technique showed a significantly smaller gaps compared to group 5 using a bulk fill technique with a Flipo^ light cure unit. 2. There was no significant correlation between the amount of enamel on the gingival and occlusal walls and polymerization shrinkage.
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조옥환,한진순,임미경,이수종 대한치과보존학회 2001 Restorative Dentistry & Endodontics Vol.26 No.1
The aim of this study was to evaluate the effect of various polymerization techniques on the microleakage of compomer restorations. Fifty extracted human premolar and molar were used and randomly divided into 5 groups. After cavity preparation, compomer (F2000) was filled according to the manufacturer's directions. All groups, except group 5, were filled using an incremental technique. Group 1was polymerized for 40 seconds at a continuous 485mW/㎠ with a VIP (Bisco, USA) light cure unit. Group 2 was polymerized for 20 seconds at a continuous 345mW/㎠ and then for 20 seconds at 645mW/㎠ with the VIP light cure unit. Group 3 was polymerized at 400mW/㎠, gradually increased to 50mW/㎠ per 10 seconds until 550mW/㎠ was reached; total 40 seconds with a Spectrum 800 (Dentsply Caulk, USA) light cure unit. Group 4 was polymerized for for 3 seconds using an incremental technique with a Flipo (LOKKi, France) light cure unit. Group 5 was polymerized for 3 seconds using a bulk fill technique with the Flipo light cure unit. The specimens were embedded with acrylic resin, and were sectioned with diamond saws in a mesiodistal direction along the longitudinal axis of the tooth so as to pass through the center of the restoration, and three surfaces (occlusal, pulpal, and gingival) were examined with SEM. The results were as follows; 1. Group 5 showed a significantly larger gaps compared to other groups on the gingival, occlusal, and pulpal walls. 2. All groups except group 5 had no statistically significant gap on the gingival, occlusal, and pulpal walls. 3. There was no significant correlation between the amount of enamel on the gingival and occlusal walls and polymerization shrinkage.
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중학교 교과서 서양음악사 영역 분석 연구: 맥락적 연계성을 중심으로
장윤서 ( Yun Seo Jang ),조옥환 ( Ok Hwan Cho ),김영미 ( Young Mee Kim ),조대현 ( Dae Hyun Cho ) 한국예술교육학회 2014 예술교육연구 Vol.12 No.4
본 연구는 Ausubel의 ‘유의미 학습’ 이론과 Herbart의 ‘다면적 흥미’ 이론을 주요 배경으로 하여, 단편적인 지식과 기능 습득 위주로 이루어지는 중학교 서양음악사 수업에 대한 개선방향을 제시하는데 목적이 있다. 이를 위해 연구자는 Ausubel의 ‘유의미 학습’ 이론과 Herbart의 ‘다면적 흥미’ 이론을 통해 맥락적 연계성의 교육적 의미를 고찰하였으며, 나아가 2009 개정 교육과정에 따른 중학교 음악교과서 17종을 조사, 분석하였다. 이를 통해 나타난 결과는 다음과 같다. 첫째, 음악사 전(全) 시대에 대한 내용 보강의 필요성, 둘째, 역사적, 사회적, 그리고 문화적 맥락에서의 연계성 보완의 필요성, 셋째, 학습자의 흥미 유발을 위한 인지적 단계에 따른 구성의 필요성 등이다. The study primarily focuses on Ausubel’s theory of ``meaningful learning`` and Herbart’s theory of ``multisided interest``, and aims to present an improved method of teaching middle school students learn Western music history. In order to accomplish this study, the researcher elaborated on psychological meaning learning through Ausubel’s theory of meaningful learning and Herbart’s theory of multisided interest. Furthermore, the researcher investigated and analyzed seventeen different music textbooks used by middle schools in 2009 to further elaborate. The contents of the current junior high music textbooks should be supplemented/modified through 1) music history (former) era of reinforcement 2) historical, social, and cultural context of the linkage 3) cognitive steps in the configuration. Through investigation, in order to teach music history properly we need 1) A textbook that comprehensively explains the 2) Sensible selection of textbooks 3) The correct guidance of the teacher for each textbook is necessary.
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