• Journal of Acupuncture Research
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• v.18 no.6
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• pp.250-263
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• 2001

Objective : I refered to oriental medical records to study on the use Ohaeng-acupuncture through compared ${\ll}$Classic on Difficulty${\gg}$ with . Methods : The original text about ${\ll}$Classic on Difficulty${\gg}$ was used ${\ll}$Nan Jing Ben YI${\gg}$, annotations were excerpted and record that were necessary for this study. The structural formula was composed together to compare ${\ll}$Classic on Difficulty${\gg}$ with . Results : ${\ll}$Classic on Difficulty${\gg}$ deals with fundamental medical theories and gives differentiation of syndromes of some diseases in the form of questions and answers. ${\ll}$The Sixty nineth Difficulty, Classic on Difficulty${\gg}$ 'Xu Ze Bu Qi Mu(虛者補其母), Shi Ze Xie Qi Zi (實者瀉其子)' that united ${\ll}$Ling Shu(靈樞) - Jing Mai(經脈篇)${\gg}$ 'Sheng Ze Xie Zhi(盛則瀉之) Xu Ze Bu Zhi(虛則補之)' with Ohaeng-xiangsheng theory is the base of the 'Bu Xie (補瀉)'. ${\ll}$The seventy fifth Difficulty, Classic on Difficulty${\gg}$ 'Xie Nan Huo (瀉南方火) Bu Bei Shui (補北方火)' that based Ohaeng-xiangke theory and the 'Qu Xue(取穴)' takes the form of the 'Bu Mu Xie Zi (補母瀉子)' in standard of internal organs which are etiologic al cause named 'Shi(實)'.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.46 no.5
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• pp.328-334
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• 2020

Objectives: This study aimed to validate the effectiveness of a recently proposed difficulty index for removal of impacted mandibular third molars based on extraction time and suggest a modified difficulty index including the presence of pathologic conditions associated with third molars. Materials and Methods: This retrospective study enrolled 65 male patients younger than 25 years with third molars. Extraction time was calculated from start of the incision to the last suture. The difficulty scores for third molars were based on spatial relationship (1-5 points), depth (1-4 points), and ramus relationship (1-3 points) using cone-beam computed tomography. The difficulty index was defined as follows: I (3-4 points), II (5-7 points), III (8-10 points), and IV (11-12 points). The modified difficulty score was calculated by adding one point to the difficulty score if the third molar was associated with a pathologic condition. Two modified difficulty indices, based on the presence of pathologic conditions, were as follows: the half-level up difficulty index (HDI) and the one-level up difficulty index (ODI) from the recently proposed difficulty index. Results: The correlations between extraction time and difficulty index and or modified difficulty indices were significant (P<0.001). The correlation coefficient between extraction time and difficulty index was 0.584. The correlation coefficients between extraction time and HDI and ODI were 0.728 and 0.764, respectively. Conclusion: Extraction time of impacted third molars exhibited a moderate correlation with difficulty index and was strongly correlated with the modified indices. Considering the clinical implications, the difficulty index of surgical extraction should take into consideration the pathologic conditions associated with third molars.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.172-180
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• 2014

The first purpose of this study is to distinguish difficult chapters in 'Speed of objects' chapter and find the factors which give difficulty to the teachers and students. Also, it attempts to compare the students' assessment scores with the degree of difficulty in teaching and also with the degree of difficulty in learning. This report is expected to help science teachers develop their PCK(Pedagogical Content Knowledge) for teaching the chapter professionally. 15 teachers who had taught the 'Speed of Objects' chapter and their 386 students took part in the survey to acquire information about the difficulties in teaching and learning. 386 students also received a test to examine their understandings of the chapter. The results of this study are as follow; First, the degree of teachers' and students' difficulty is only affected by the contents, and the degree of onerousness felt by teachers is higher than that of students. Second, The topics caused higher difficulty to teachers were 'Understanding the meaning of motion(2nd lesson)', 'Understanding the meaning and unit of speed(5th lesson)', 'Changing unit of speed(6th lesson)', 'Drawing a distance-time graph(7th lesson)', and 'Understanding the relative motion(10th). The topics that led higher difficulty to students were the contents of 5th, 6th, and 7th lessons. Third, the 'Speed of Objects' chapter can be divided into 4 types of difficulty according to the degree of teaching and learning; 'Strong difficulty', 'Learning difficulty', 'Weak difficulty', and 'Teaching difficulty'. Last, students showed low achievement to the tasks that were related with 'Strong difficulty' and 'Teaching difficulty'.

• Philosophy of Education
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• no.46
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• pp.45-70
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• 2012

The purpose of this study is researching on educational difficulty in the history of western education. In other words, the goal and significance of this paper lies in knowing the essential meaning of education based on the norms of difficulty. The major method for this study is hermeneutical-anthropological pedagogy. My fundamental claim is the following: the essential nature of teaching is difficulty at any instructional condition and situations. Such a discrete idea was clearly identified and confirmed in the process of pedagogical anthropology. That is, through the consciousness of educational difficulty and critical review for the history of western education, I can cleary define the concept of educational difficulty. Educational difficulty was various ways for understanding by all audiences. Namely, various formulars were developed for understanding it according to the age, cultures, nations, ideology, etc.. But there are continuous characters on the way for understanding on educational difficulty. The results on research are as followings. In the primitive age, fundamental difficulty of education lies in the initiation ceremony. At the classical ancient time, the purpose of education was 'Politai' with politike arete, in this educational conditions, instruction have a complex dimension politically as well as psychologically. At the medieval age, educational difficulty lies in the 'Askese' for instructional methods. In the modern and conventional age, educational difficulty is more and more complex and confused on goals, methods, evaluations, etc.. Most of all, the major or key concept of educational difficulty in this world is the conflict between the two instructional principles, that is, objectivism and constructivism in education. At now, the schoolworks for instruction over all educational situations and conditions have a difficulty of traditional as well conventional dilemma. In conclusion, educational difficulty have formal, natural, original attribute and it is general and universal phenomenon.

• Journal of the Korea Society of Computer and Information
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• v.21 no.4
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• pp.39-46
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• 2016

While the difficulty of the music can be classified by a variety of standard, conventional methods are classified by the subjective judgment based on the experience of many musicians or conductors. Music score is difficult to evaluate as there is no quantitative criterion to determine the degree of difficulty. In this paper, we propose a new classification method for determining the degree of difficulty of the music. In order to determine the degree of difficulty, we convert the score, which is expressed as a traditional music score, into electronic music sheet. Moreover, we calculate information about the elements needed to play sheet music by distance of notes, tempo, and quantifying the ease of interpretation. Calculating a degree of difficulty of the entire music via the numerical data, we suggest the difficulty evaluation of the score, and show the difficulty of music through experiments.

• Journal of the Korea Fashion and Costume Design Association
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• v.21 no.2
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• pp.27-41
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• 2019

This study aimed to investigate the influence of fashion lifestyles and consumption values on the difficulty of discarding unused fashion products. To achieve this purpose, this study surveyed female consumers aged 20s-50s to gain empirical analysis in July 2018. Data were analyzed for 236 subjects who were selected through online and offline sampling. The results were as follows. First, consumers tend to have difficulties discarding unused fashion goods. Consumers that have a higher income tend to have greater difficulty when choosing to discard items. Factors influencing the difficulty in discarding items were emotional attachment, usefulness in the future, economic value, and the lack of organizing skills. Usefulness in the future and the lack of organizing skills are the most significant factors influencing the discarding difficulty. Second, discarding difficulty had a significant relationship with fashion lifestyle, indicating that consumers seeking a fashion lifestyle that purchase more expensive brands tend to have more difficulty when discarding items. Third, each factor had a meaningful relationship with fashion goods consumption values. Those pursuing conspicuous value showed a greater difficulty discarding items due to emotional attachment, economic value, and lack of organizing skills. Pursuance of situational value showed a higher discarding difficulty than economic value factors. Pursuance of practical value showed a higher difficulty than both usefulness in future situations and economic value factors. Pursuance of differentiation value showed a higher discarding difficulty than emotional attachment and usefulness in the future factor. This study will help understanding consumers psychological mechanisms that experience difficulty in terms of the discarding of unused fashion goods.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.531-538
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• 2005

The primary purpose of the study was to investigate the degree of difficulty and the causes of the difficulties in science instruction reported by elementary teachers and students. The secondary purpose was to suggest the effective methods to both of them to improve the efficiency of science instruction. For this study, the survey was carried out on 322 students and 156 teachers in the 3rd, 4th, and 5th grades. The questionnaires consisted of interest, difficulty and its factors. The results of this investigation are summarized as follows; 1. Teachers had relatively higher interest than students in science instruction content(textbook). Furthermore, the units that teachers showed interest differed from those that students had. This means that there is a significant difference of interest in instruction process between teachers and students. 2. Teachers felt much higher difficulty than students in the content of science instruction. This shows that the degree of interest might have little relation with that of difficulty, and that teaching of science seemed more difficult than teaming. Moreover, there was a difference of difficulty in the units between the teachers and students. The result shows a distinctive difference of difficulty in 8 units of the 3rd grade, 9 units n the 4th grade, and 12 units in the 5th grade (p<.05, p<.001, p<.005, respectively). It means that the difficulty depended on the units. 3. Students responded that they are responsible for difficulty factors of teaming, otherwise teachers thought that students are responsible for it, when the factors were divided into student factor, teacher factor, and curriculum factor. 4. Students demanded many experiments in the lab as well as easy and interesting instructions in order to reduce the degree of difficulty and to improve the condition of science instructions. However, teachers demanded the expansion of experimental equipments and materials as well as the improvement of the lab condition.

• Journal of Families and Better Life
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• v.23 no.1 s.73
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• pp.173-185
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• 2005

This study investigated differences in children's facial, behavioral, and verbal expressions of pride and shame by their age, and type and level of task difficulty when they succeeded or failed on tasks. The subjects were 55 4-year-old children from 2 day-care centers and 37 7-year-old children from 1 elementary school. Each child participated in pride and shame assessment sessions. Data were analyzed by means, standard deviations, repeated measures ANOVA, and paired t-test. When they succeeded on tasks, 4-year-olds showed more pride in behavioral expression than 7-year-olds. More pride in facial, behavioral, and verbal expressions were shown when subjects succeeded on difficulty than on easy tasks. Interaction effect for behavioral expression of pride was found between age and type of task difficulty. In verbal expression of pride, interaction effect was found between age, and type and level of task difficulty. When they failed on tasks, 7-year-olds showed more shame in behavioral and verbal expressions than 4-year-olds. More shame in facial, behavioral, and verbal expressions were shown when subjects failed on easy than on difficulty tasks. Interaction effect for facial expression of shame was found between age, and type and level of task difficulty.

• The Mathematical Education
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• v.46 no.4
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• pp.407-421
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• 2007

The purpose of this study is to identify the item characteristics that are supposed to affect item difficulty and to estimate the regression equations for predicting item difficulty of mathematics in the College Scholastic Ability Test(CSAT). We selected six variables related to item characteristics based on learning theories: contents, cognitive domain, novelty, item type, number of concepts, and the amount of computation. With data of the CSAT mathematics test administered in 2004-2006, item difficulty was regressed on the six variables, the location of an item, and the item writer's judgment on difficulty. The novelty of an item was found to be a statistically insignificant variable in explaining item difficulty. Four regression equations with different sets of independent variables could explain $70%{\sim}80%$ of the item difficulty variance and were validated as predicting item difficulty of the mock CSAT in 2006.

• Journal of Korea Multimedia Society
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• v.20 no.8
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• pp.1464-1471
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• 2017

One of the important factors in game design is difficulty adjustment. An appropriate level of difficulty makes users have a sense of challenge and interest. However, the adjustment of difficulty takes a lot of time and effort, because of its ambiguity. To solve the problem, we propose a difficulty control method using a fuzzy theory. In this paper, a simple demonstration is exemplified to verify the effectiveness of our method. Experimental results show that the difficulty of the game changes according to the user's skill.