• Journal of Aquaculture
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• v.16 no.4
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• pp.240-244
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• 2003

The primitive gonad development in Paralichthys olivaceus was classified into (ⅰ) primordial germ cell (PGC), (ⅱ) genital ridge type (GRT), (ⅲ) primitive gonad type I (PGT I) and (ⅳ) primitive gonad type II stages. In the control group, PGC was recognizable on the 3rd days after hatching, and the primodial gonad after 24th days, while it was around the 22nd day after hatching in the group exposed to PCBs 3.0 $\mu\textrm{g}$/L for 30 days. Likewise, the progress of kidney development was recognized in four stages; unitubular type of mesonephric duct (UTMD), the branched mesonephric duct (BMD), convoluted tubule formation (CTF) and glomerulus appearing (GA) stage. It was structurally completed between the 25th and 30th day after hatching in two groups. There was no significant difference (p>0.05) in the time scale of development of gonad, and kidney between control and the PCBs - exposed group.

• Journal of Music and Human Behavior
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• v.3 no.1
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• pp.29-62
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• 2006

The early development of an infant is crucial due to the enormous impact it has throughout an infant's life. Therefore, it is important to understand the development process of an infant and provide a high-quality educational environment so that an infant can progress at an innate pace to learn how to exercise, understand, speak, socialize, and empathize as well as having a balanced growth. When educating an infant, joy is a substantial factor in the formation of trust and development of relationship that makes education efficient. Music can be an effective means to offer a fun atmosphere vto the infant in which it stimulates active participation of the infant and development of a variety of dimensions to the infant's development. Also, the purpose of music therapy education is utilizes to plan for the different age groups' level of understanding of music and allow the infant to have a positive experience and develop properly. The purposes of this study are as following: to examine characteristics according to an infant' developmental steps thoroughly, to suggest interventions using music therapy education to stimulate development of an infant, to prove that infants age 3 to 6 obtain the necessary ability and skill through the effective educational therapy through music, and finally to create a music program for educating infants or music therapy. This study has examined theories of the music approach targeting infants age 3 to 6 and made character observations of infant' Motor, Cognition, Communication, Socialization, and Emotions. With the basis of the above theory, the different levels of development has been divided, specific goals has been set up according to the levels, and various music therapy education for infants have been created. The music therapy education activity has been approved by five professionals who are renown in their specific field. They made comments that the development levels were properly divided in the paper. They also commented that the music program is adequate for achieving the goal of each developmental level and it stimulates the different levels of an infant's development. In conclusion, the study reflects that the approach of music therapy education stimulates the different levels of infant development. Music therapists can utilize this music program to help handicapped children identify characteristics of progress and develop at their own ability.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.102-110
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• 2019

The purpose of this study was to explore the progression levels of science metamodeling knowledge through using questionnaires for 97 students of the gifted in G science academy. As a result of the Rasch model analysis, it was confirmed that the progression levels of the scientific metamodeling knowledge is suitable for the person reliability of 0.71 and the item reliability of 0.96. The progression levels of students' science metamodeling knowledge were classified into 4 stages. First and second levels were considered model to be objective and the third and fourth stages were perceived as subjective. The first level is to view the model as a visual representation of a phenomenon as it is, and the second level is to think that the model corresponds to objective knowledge or theory and is a tool for explanation. The Third level looks at the model as a scientist's exploration tool and fourth level is to think that the model is provisional one and multiple models can coexist in one phenomenon. The progression levels of science metamodeling knowledge of science high school students derived from this study is expected to be used as a reference when constructing a curriculum for science modeling and modeling for gifted students.

• Communications of Mathematical Education
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• v.12
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• pp.185-200
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• 2001

증명은 수학에서 기초적이고도 중요한 주제이다. 추측을 만들어내고 자신에게는 물론 타인에게까지 그 추측을 정리로서 확신시키는 활동은 수학활동에서의 핵심이라고 할 수 있다. 그러나 현재의 증명 학습지도에서는 학생들의 수준보다는 높은 증명 발달단계를 제시하고 있다는 보고와 함께 기존의 지도방법의 개선책을 요구하고 있다. 따라서 본고에서는 몇 가지 증명의 발달 단계를 정리해 보고 Balacheff의 증명 4단계를 토대로 하여 증명활동을 점진적인 구성으로 제시한다.

• Journal of the Korean Chemical Society
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• v.63 no.5
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• pp.376-386
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• 2019

The purpose of this study was to explore the learning progression of logical thinking in acid and base chemical reactions and to evaluate its validity. For this purpose, we collected 387 participants in 9 schools of elementary, middle and high schools nationwide. The questionnaire developed in this study was composed of nine items. The questionnaire presented the acid and base reactants and products, and the students pictured their thoughts on how these substances change, and answered the reasons of their thoughts. Situation contexts of the questionnaire were divided into two groups: one kind of solute dissolved in a solvent, and two kinds of solute dissolved in a solvent. In this study, six levels of learning progression were assumed by combining material conservation logic, combination logic, proportion logic, and particle number conservation logic. By analyzing the data, Infit and Outfit values of Person reliability, Item reliability, MNSQ and ZSTD were obtained from the Rasch model. As a result of the analysis of data, it was found that lower levels of learning progression prevailed up to the younger grade students till $8^{th}$ grade. The higher levels of learning progression(Level 2~Level 5) prevailed up to the older grade students. However, higher levels of learning progression dropped sharply in Grade 12. The 5 level of learning progression was very low in all grades, and $9^{th}$ grade had highest percentage of students belonging to the 5 level. Interpretation of these unusual results suggests a future research related to explanation differences of textbooks.

• The Journal of the Petrological Society of Korea
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• v.25 no.4
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• pp.389-400
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• 2016

The study area, which is located in the southeastern part of the Jirisan province of the Yeongnam massif, Korea, consists mainly of the Precambrian Sancheong anorthosite complex and the Jirisan metamorphic rock complex, the Mesozoic granitoids which intruded them. Several fracture sets with various geometric indicators, which determine their relative timing and shear sense, are well observed in the Sancheong anorthosite complex. The aim of this study is to determine the development sequence of extension fractures, the movement sense and development sequence of shear fractures in the Sancheong anorthosite complex on the basis of detailed analysis of their geometric indicators. This study suggests fracture system of the Sancheong anorthosite complex was formed at least through five different fracturing events, named as Dn to Post-Dn+3 phases. (1) Dn phase: extension fracturing event of NNW trend. The fracture set experienced the reactivations of dextral ${\rightarrow}$ sinistral shearing with the change of stress field afterward. (2) Dn+1 phase: extension fracturing event of (N)NE trend. The fracture set experienced the reactivations of sinistral ${\rightarrow}$ sinistral ${\rightarrow}$ dextral. (3) Dn+2 phase: extension fracturing event of NW trend. The fracture set experienced the activated of dextral shearing. (4) Dn+3 phase: extension fracturing event of N-S trend. (5) Post-Dn+3 phase: extension fracturing event of (E)NE trend. Dn deformation formed during the early Songnim orogeny. Dn+1 deformation formed during the late Songnim orogeny. Dn+2 deformation formed during the Daebo orogeny. Dn+3 deformation formed during the Bulguksa orogeny.

• Child Health Nursing Research
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• v.20 no.4
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• pp.350-358
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• 2014

Purpose: The purpose of this study was to define and clarify the concept of developmental care for preterm infants. Methods: The hybrid model method was used to identify the main attributes and indicators. In the field work stage, data were collected in Seoul and Cheonan, Korea. The participants were 5 nurses working in the NICU. Results: The concept of developmental care was found to have six attributes and ten indicators in 2 dimensions. For the nursing practice dimension, four attributes were derived. They were being like intrauterine state, individualization, interaction, and integrative care with awareness of development. For the family centeredness dimension, supporting parental attachment and professional alliance were attributes of developmental care. Conclusion: Developmental focused care can facilitate the identification of behavioral responses of newborns and provide individualized interventions for fostering growth and development. This concept analysis could provide guidelines for "developmental care" nursing practice and be useful for research in the neonatal field.

• Proceedings of the KAIS Fall Conference
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• pp.430-432
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• 2006

유아교육 현장에서 교사들이 가정과 연계하여 유아와 효율적이고 실천적인 유아환경 보전 교육활동을 할 수 있도록 우리의 환경문화를 중심으로 한 구체적이며 적절한 환경보전 교육활동자료의 개발이 필요하다. 본 논문에서는 유아의 환경교육을 보다 효과적으로 지도하고 유아의 발달단계 특성을 고려하여 환경교육과 내용을 정하고 그 발달단계에 맞는 교육내용을 3D 애니메이션으로 설계하였다.

• Proceedings of the Materials Research Society of Korea Conference
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• pp.240-240
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• 2003

탄소재료의 가스화속도는 근본적으로 활성자리의 수와 관련되어 있으며, 또한 가스화속도는 활성자리 뿐 아니라 확산제한에 따라 달라진다. 대부분의 탄소재료의 활성화 초기단계는 제한된 활성자리 때문에 반응속도는 느리고, 다음 단계는 총 활성자리가 증가하여 반응속도는 급격히 증가하고, 마지막으로 활성자리가 감소하여 활성화 속도는 감소한다. 이러한 sigmoidal특성을 나타내는 활성화 단계를 기공발달과정으로 설명하면, 활성화 초기에 탄소재료 내부에 이미 존재하는 닫힌 기공이 열리고, 일단 기공이 열리면 성장하게 된다. 이렇게 기공 수가 증가하는 것 뿐 아니라 기공 직경이 증가하여 활성화 과정이 진행될수록 비 표면적 및 기공부피는 증가하는데 이런 일련의 과정을 통하여 활성자리 수는 증가하고 또는 감소한다. 이렇게 기공이 발달하는 과정은 각각의 활성화 단계에서 탄소재료의 비 표면적 측정으로 알 수 있으며, 전반적인 산화속도 변화를 측정하여 반응단계를 추정하게 된다. 대부분의 연구자들은 반응 전체의 평균 산화속도를 측정한 후 활성화 에너지를 구하여 반응조절단계로 활성화 기구를 설명한다. 이 연구에서는 활성화 과정 중에 발생하는 중량감소 단계, 즉 각각의 활성화 단계에 따라 달라지는 반응속도상수를 측정하고, 반응단계별 활성화 에너지를 비교 해석하여 피치계 탄소섬유의 기공발달에 영향을 미치는 활성화 기구를 고찰하고자 하였다.

• Journal of the Korean Geographical Society
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• v.31 no.4
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• pp.699-715
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• 1996

This paper examines the cross-sectional development of children's conception of place. Previous research by Piaget and Weil, Jahoda, Daggs has questioned how young children develop the ablity to comprehend place. Oral interview and graphic test were made vy the children at the age of 5-14, in order to attain information on their knowledge, understanding and feeling about place. These data were used ti indentify developmental stages through cluster analysis. The results suggest that young children's conception of place develops with an identifiable 4 stages. There is no significant difference in development of conception of place between the 2nd year of kindergarten and the 1st year of elementary school, or the between the 5th, 6th year of elementary school and 1st, 2nd year of middle school. Rather, the 4th year of elementary school is an important and crucial truning point in the development of children's conception of place. It is concluded that children's conception of place develops in line with Piaget's general cognitive developmental theory in which the pre-conceptual stage ends at age 7 and the concrete-operation stage starts at age 11 to 12.