하악 자가 이식골에서의 임프란트

김용각,이태희,김철,김성진,김혁 大韓顎顔面成形再建外科學會 2003 Maxillofacial Plastic Reconstructive Surgery Vol.25 No.4

In mandibular tumor treatment case,mandibulectomy is frequently performed.This mandibulectomy may result in facial changes, esthetic and phonetic problems, reduced mastication and swallowing functions. When we treat this patients, using primary reconstruction with autogenous bine graft or secondary reconstruction with delayed bone graft after applied bridge plate removal. After bone graft is done, prosthodontic treatment is essential for the rehabilitation of facial esthetics, phonetics and mastications. But, tissue-supported prostheses have the problems of frequent breakdown of underlying bone anf soft tissue, increasing risk of intraoral infection, mobility of prostheses, unsatisfactory function, problems in esthetics, poor patient co-operation. Now, osseointegrated implants are used as the main treatment of fully or partially edentulois state of mandible, long term clinical data are satisfactory, too. So, we may choose the implant,as the useful prosthodontic treatment method of mandibular reconstruction using autogenous bone graft. Regardless of this harmful situation, as astivity(in malignant madibular tumor), and relatively poor condition of grafted bone, thoughtful treatment plan, delicate and technique, persistent follow-ups make much more satisfactory results than those of removable prostheses. So. we reported a good results in the case of implat-retained protheses after mandibulectomy and autogenous bone graft.

논어의 시론적 장구에 관한 연구

한상각 공주교육대학교 초등연구원 1979 公州敎大論叢 Vol.15 No.-

.

작문교육을 통한 문학창작과 인간형성에 관한 연구-어린이 작문교육의 올바른 방향모색을 위하여

한상각 공주교육대학교 초등연구원 1972 公州敎大論叢 Vol.9 No.2

There can exist no doubt about the assertion that education should take it as its intrinsic and final goal to direct the children towards the better development and perfection of human nature. .But, nowadays, it became the most serious and lamentable trend that, owing to the rapid development of technological science, the overflow of mechanical civilization, and the complexity and .absurdity of the structure of modern society, human being of today are being deprived of their humanities and characteristic cultural order. Hence arises an educational problem that it should take the responsibility of recovering of humanity and of its full development and perfection, being the sole and unique m從ns. Upon these premises, this study is aimed at bringing to light the full scale of writing-lesson in elementary school as a method of education to develope the humanities and to form the better personalities of children, and finding out the proper and right direction of writing-lesson in elementary school. If we take it for grant sd that what one writes is an expression through his own principles and essence, to teach how to write can be assumed to handle, directly or indirectly, and to guide the developing course of each self. Moreover, if we can do this effectively, we can provide for the children the way to get the wisdom for living, making their own creative living, with the humanity restored and cultivated, attitude of life enlarged, and rich imaginationand creative power exercised, through literary education for children. Writing-lesson begins with growing the ability of writing. Writing ability might be classified into 1)writing readiness, and 2) ability of development ; the former implies sensibility, perceptibility, emotion and thinking power (internal mental contents): and the latter consists of abilities of speech function, composition, orthographical writing, and improvement and revision (the ability of externalizing the internal mental contents). Writing-lesson requires excercising and developing both of them. But one of the main practical instructions in writing lesson is the guidance of literary writing. Literary writing demands the knowledge in the constitution of a literary works: 1) material, 2) language, and 3) expression. A literary work is the material crystallized into an visual form, by the medium of language on the apex of expression. Accordingly, the value of the work depends upon the density of result through the procedure. One of the most important factor which function along this procedure is imagination, for imaginative power is the essential mental ability which give birth to image, an intrinsic constituent of literary art. So that literary education heads for the development of the imaginative power of children in the final analysis. To achieve this aim, a teacher should not instil the theoretical knowledge to children. He can only provide them the basic ability to write literay piece, not by instructing but by being himself a medium, not as an teacher but as an co-sharer in literary experience. The most effective way of literary education might be summarized to cultivate the writing power and develope the imagination by leading the children to enjoy the literary experience and sympathy to approach and plunge into literary art itself at last. But writing lesson goes beyond the guiding of literary writing. Writing is generally sorted into three kinds: literary, expository, and official. They function in different ways in developing the personalities of children:the first helps to form an emotional, imaginative and creative character the second, intellectual, reasoning and scientific ; the third, sociable, industrious and civil. Education of writing is not an technical one, but guidance over all the courses of mental growth and living of children. Now, how does it go along in reality in elementary schools ? By the investigations and analysis, it became clear that, in almost every school, the writing lesson is not set up as a regular course in elementary school curriculum, but entrusted with to each teacher* s discretion. So that the level or scale of writing lesson varies as divergently as teachers* tastes or accomplishments. The situation allows the conclusion that one of the most important fields of education, which factually appeals to children causing great care and interest, is commited wholly to the uneven interests or attainments of the school teachers. Therefore, it is recommendable that there should be installed writing lesson hour in the curriculum of elementary school as well as school teachers should be retrained through thorough regular course of re-education for the proper and normal writing lesson to be completed in elementary school.

羅稻香 小説의 文學的 性向에 關한 硏究 -“白潮” “開闢” “朝鮮文壇” 誌를 中心으로-

韓相珏 공주교육대학교 초등연구원 1975 公州敎大論叢 Vol.12 No.1

.

春川市 近隣生活圈 構成에 關한 硏究 : Focused on the Primary School Attendanced Area 國民學校 通學區域을 中心으로

김남각,한기원,남형우,이상영,김충섭 江原大學校 産業技術硏究所 1994 産業技術硏究 Vol.14 No.-

Neighborhood living boundary plan is offerd amenity living environment to inhabitants. This plan is contained that district unit division, appropriate living facilities disposition, and that one of the urban elementary plan in city political activities. The theme is on the primary School attendanced area in chun-cheon city, and analysis school attendanced area as an administrative district.

아동 문학교육에 관한 일연구(아동시와 생활작문을 중심으로)

한상각 공주교육대학교 초등연구원 1971 公州敎大論叢 Vol.8 No.1

.

국어과 교육에 있어서 문학교육의 방법론적 연구 -문학 교육의 방향제시를 위한 방법론적 시공-

한상각 공주교육대학교 초등연구원 1977 公州敎大論叢 Vol.13 No.2

.

한국시에 나타난 상징어의 고찰

한상각 공주교육대학교 초등연구원 1967 公州敎大論叢 Vol.4 No.-

.

사람들은 왜 달리는가? : 달리기 참가자의 참여동기 요인 탐색 An Exploratory Factor Analysis of Participation Motivation in Recreational Running

정용각,오성기 한국스포츠심리학회 2003 한국스포츠심리학회지 Vol.14 No.1

본 연구는 달리기 참가자들이 왜 달라기를 하는지에 대한 참여동기 요인을 탐색하는데 목적을 두고 있다. 연구대상은 선수가 아닌 일반 달리기 참가자로 17세부터 70세까지 650명을 대상으로 조사하였으며 분석대상은 남자374명, 여자224명으로 총 598명이었다. 측정도구는 1차 개방형 질문을 통하여 수집된 자료를 참고하여 달리기 매니아의 도움을 받아 본 연구자가 44개 문항을 구성하여 사용하였다. 연구결과를 보면 요인분석을 위한 기초통계 검증에서 문제가 없었으며, 각 문항간의 상관도 요인분석에 적합하였으며, 적합도 검증에서도 문제가 없는 것으로 나타났다. 탐색적 요인분석 결과 기분추구, 극복성취, 재미, 건강체력, 성생활, 사교, 체중조절, 스트레스 해소, 무동기등 9개의 요인구조가 형성되었으며, 각 요인의 신뢰도는 .73~.91의 값을 보였다. 일반 달리기 참가자의 참여동기 요인은 건강체력, 기분추구, 스트레스 해소, 극복성취 요인순으로 높은 것으로 나타났고, 무동기와 사교동기는 낮은 것으로 나타났다. 성별 차이를 보면, 남자는 성생활, 건강체력, 재미, 기분추구, 극복성취 요인 순으로 여자보다 높은 유의한 차이를 보였으며, 여자는 체중조절과 무동기 요인에서 남자보다 높은 유의한 차이를 보였다. The purpose of this study is to develop a device for analyzing the reasons for participating in recreational running. 650 runner for this study were randomly selected ranging from 17 to 70 years of age participating in recreational running. 614 out of 650 questionnaire were retuned. 598 completed questionnaire were, however, analyzed except 16 dishonest questionnaire. The questionnaire was composed of 44 items which I made up via the previous open type questionnaire. The analysis based basics statics, Cronbach's Alpha, exploratory factor analysis, MANOVA was conducted through PC using SPSS version 11.0. A significance level of p<.05 was used for all statistical test. The results of this research are as follows: First, the answers are classified into factors under three motivation through the exploratory factor analysis. The three classified motivations are intrinsic motivation, extrinsic motivations, and amotivation. The intrinsic motivations has three sub factors : pleasant mood seeking, achievement, and enjoyment. The extrinsic motivations has five sub factors : healthㆍfitness, sex life, affiliation, weight loss, and stress riddance. The amotivation has no sub factor. Second, the subjects showed high motivation for healthㆍfitness, pleasant mood seeking stress riddance, and achievement, but showed low motivation for affiliation or amotivation. Third, the males showed higher scores on sex life, healthㆍfitness, enjoyment, pleasant mood seeking, and achievement than the females. The females showed higher scores on weight loss and amotivation than the males.

國民學校 美術敎育 課程 改定에 따른 敎育大學 美術敎育課程의 構造에 關한 硏究

安承珏,林庠默 淸州敎育大學校 1973 論文集 Vol.9 No.1