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透明標本에 의한 上顎 第一小臼齒의 根管形笞에 關한 硏究
韓永哲 大韓齒科保存學會 1981 Restorative Dentistry & Endodontics Vol.7 No.1
Eighty four human maxillary first premolars were injected with china ink, decalcified, cleared and used in study, in vitro, to determine the number of root canals, the frequency and location of lateral canals, the frequency and location of transverse anastomoses, the curvature of root canals, the location of apical foramens, and the frequency of apical deltas. The results were as follows : 1. Most of the teeth demonstrated two canals, but 20.2% of the teeth were found to have one canal. 2. Of the 151 canals studied, 38.4% of the canals were found to have lateral canals and these ramifications were usually located in the apical third of the root. 3. Of the two root canals in one root, 35.7% of the canals were found to have transverse anastomoses and were usually located in the middle third of the root. 4. 15.2% of apical foramens were located directly on the root apex and 84.8% of them laterally, and 52.3% of canals showed distal curvature.
BIM활용 문제중심학습기반 실내건축 설계수업 교수-학습모형에 관한 연구
한영철 한국디지털건축·인테리어학회 2012 한국디지털건축인테리어학회 논문집 Vol.12 No.3
The purpose of this study is to suggest the interior architecture design studio through the pedagogical method of educational technology for college students who lack self-directed learning. The pedagogical method has been organized to make a student-centered class based on the operation of existing architectural design studios. This teaching and learning method emphasizes the role of teachers as facilitators to help students lacking in self-directed learning in the design process, the BIM visualization to give students an expression of design project and the critics to give students an experience of working circumstances. The results of this study can be summarized as follows. First, This pedagogical model can improve the self-directed learning of students, accomplish the design process well through teamwork, and provide problem based learning (PBL) to settle obstacles that come up during the project. Second, through this model, students can improve their field design capacity by instructor, design feedback and criticism. Finally, This model can suggest new pedagogical methods for interior architectural design studios and management of student-centered studios