• Physical Therapy Korea
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• v.18 no.1
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• pp.93-103
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• 2011

This study was implemented to verify the feasibility of motor function recovery and the appropriate period for therapy. The research began with spinal laminectomy of 40 white rats of Sprague-Dawley breed and induced them spinal crush injury. Following results were obtained by using the modified Tarlov test (MTT), Basso, Beattle, Bresnahan locomotor rating scale (EBB scale) and modified inclined plate test (MIPT). First, the measurement using the MTT confirm that the most severe aggravation and degeneration of functions are observed two days after induced injury, and no sign of neuromotor function recovery. Second, better scores were achieved by open-ground movement group on BBB locomotor rating scale test, and weight-bearing on inclined plate group show better performance on MIPT. Third, both BBB and MIPT scale manifested the peak of motor function recovery during 16th day after the injury and turn into gradual recovery gradient during 16th to 24th. Fourth, the control group showed functional recovery, however, the level of recovery was less significant when compared with group open-ground movement group and weight-bearing on inclined plate group. Hence, it was clearly manifested that the lumbar region of the spinal cord had shown the best performance when its functions were measured after the execution of specific physical training; therefore it indicated the possibility of learning specific task even in damaged lumbar regions. Thus it is expected to come out with better and more effective functional recovery if concentrated physical therapy was applied starting 4 days after the injury till 16 days, which is the period of the most active recovery.

• Journal of the Korean Ceramic Society
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• v.52 no.5
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• pp.361-365
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• 2015

Vanadium dioxide ($VO_2$) of monoclinic phase exhibits Metal Insulator Phase Transition (MIPT) phenomenon involving a sharp change in electrical and optical properties at $68^{\circ}C$. Solution-based process is applied to form uniform $VO_2$ coating layer on ceramic tiles. This can selectively block the near-infrared light to possibly reduce the energy loss and prevent dew condensation caused by the temperature difference. Heat treatment conditions including temperature and dwell time were examined to obtain a monoclinic $VO_2$ single phase. Both rutile and monoclinic $VO_2$ phases were observed from in the tiles post-annealed below $700^{\circ}C$. Desired monoclinic $VO_2$ single phase was grown in the tiles heat treated at $750^{\circ}C$. Nano facets of irregular size were observed in the monoclinic $VO_2$ phase involving the phase-transition. Grain growth of monoclinic $VO_2$ phase was observed as a function of dwell time at $750^{\circ}C$.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.45-53
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• 1997

The purpose of this study was to investigate the instructional effects of a problem solving model on students' achievement, science process skills, and perceptions of science activities. The problem solving model was developed on the basis of the SSCS (Search, Solve, Create, Share) problem solving model while considering Korean educational situations under a national curriculum. The model developed is composed of 4 stages; identify, solve, create, and share. In this research, the treatment and control groups (6 classes) were selected from a middle school in Seoul and taught about the separation of mixture for four weeks. Prior to instruction, the Group Assessment of Logical Thinking and the Learning Approach Questionnaire were administered, and their scores were used as covariate and blocking variable, respectively. During instruction, classroom observations for each group were conducted with a researcher-made checklist. Immediately following the instructions, students' achievement, science process skills, and perceptions of science activities were measured by a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test(MIPT), and the Perceptions of Science Activities Questionnaire, respectively. The results indicated that students in the treatment group achieved significantly better than those in the control group. Although students in the treatment group were found to use more science process skills correctly during their science activities, the MIPT scores of the treatment group were not significantly higher than those of the control group. No interaction with students' learning approach was found for both students' achievement and science process skills. On the questionnaire of students' perceptions of science activities, the treatment group showed more positive perceptions and interest than the control group. Educational implications are discussed.