• Applied Microscopy
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• v.38 no.2
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• pp.141-148
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• 2008

Nitric oxide (NO) is an important regulator of renal blood flow, glomerular hemodynamics, and tubule transport processes in the kidney. There is also evidence that NO is involved in cell cycle regulation and mitotic division. During development the nNOS expression pattern differs from that observed in adult animals. However, little is known about temporal and spatial patterns of nNOS expression in the developing kidney. The purpose of this study was to establish the time of expression and the distribution of nNOS in the developing rat kidney. Kidneys from 14-, 16-, 17-, 18-, and 20-day-old fetuses, 1-, 4-, 7-, 14-, and 21-day-old pups, and adult animals were preserved and processed for immunohistochemistry. In the adult kidney, nNOS was detected in the parietal epithelium of Bowman s capsule, macula densa, descending thin limb and inner medullary collecting duct. nNOS immunoreactivity appeared first in the distal tubule anlage at 15 days of gestation, and in all epithelial cells of developing thick ascending limbs (TAL) as well as macula densa of 17- and 18-day-old fetuses. From 20 days of gestation to 14 days after birth, nNOS was expressed in the newly formed cortical TAL, which are located in the medullary ray, whereas in mature TAL of juxtamedullary nephrons, nNOS immunolabeling gradually decreased in intensity and became restricted to the macula densa. In inner medullary collecting ducts, nNOS immunoreactivity appeared first at 7 days after birth in the papillary tip and gradually ascended to the border between outer and inner medulla. In the descending thin limb and parietal epithelium of Bowman's capsule, weak nNOS immunoreactivity was observed at 14 days after birth and labeling gradually increased to adult levels at 21 days after birth. These results suggest that differential expression of nNOS in the developing kidney is an important physiological regulator of renal function during kidney maturation.

• Korean Journal of Ecology and Environment
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• v.50 no.1
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• pp.29-45
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• 2017

This study explored spatiotemporal variability of water quality in correspondence with hydro-meteorological factors in the four stations of Euiam Reservoir located in the upstream region of the North-Han River from May 2012 to December 2015. Seasonal effect was apparent in the variation of water temperature, DO, electric conductivity and TSS during the study period. Stratification in the water column was observed in the near dam site every year and vanished between August and October. Increase of nitrogen nutrients was observed when inflowing discharge was low, while phosphorus increase was distinct both during the early season with increase of inflowing discharge and the period of severe draught persistent. Duration persisting high concentration of Chl-a (>$25mg\;m^{-3}$: the eutrophic status criterion, OECD, 1982) was 1~2 months of the whole year in 2014~2015, while it was almost 4 months in 2013. Water quality of Euiam Reservoir appeared to be affected basically by geomorphology and source of pollutants, such as longitudinally linked instream islands and Aggregate Island, inflowing urban stream, and wastewater treatment plant discharge. While inflowing discharge from the dams upstream and outflow pattern causing water level change seem to largely govern the variability of water quality in this particular system. In the process of spatiotemporal water quality change, factors related to climate (e.g. flood, typhoon, abruptly high rainfall, scorching heat of summer), hydrology (amount of flow and water level) might be attributed to water pulse, dilution, backflow, uptake, and sedimentation. This study showed that change of water quality in Euiam Reservoir was very dynamic and suggested that its effect could be delivered to downstream (Cheongpyeong and Paldang Reservoirs) through year-round discharge for hydropower generation.

• Korean Journal of Ecology and Environment
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• v.50 no.1
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• pp.96-115
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• 2017

Understanding effects of thermal pollution and acidification has long been a concern of aquatic ecologists, but it remains largely unknown in Korea. This study was performed to elucidate the effects of thermal wastewater effluent (TWE) and acid rain on water quality and attached algae in a small mountain stream, the Buso Stream, a tributary located in the Hantan River basin. A total of five study sites were selected in the upstream area including the inflowing point of hot-spring wastewater (HSW), one upstream site (BSU), and three sites below thermal effluent merged into the stream (1 m, 10 m and 300 m for BSD1, BSD2, and BSD3, respectively). Field surveys and laboratory analyses were carried out every month from December 2015 to September 2016. Water temperature ranged $1.7{\sim}28.8^{\circ}C$ with a mean of $15.0^{\circ}C$ among all sites. Due to the effect of thermal effluent, water temperature at HSW site was sustained at high level during the study period from $17.5^{\circ}C$ (January) to $28.8^{\circ}C$ (September) with a mean of $24.2{\pm}3.7^{\circ}C$, which was significantly higher than other sites. Thermal wastewater effluent also brought in high concentration of nutrients(N, P). The effect of TWE was particularly apparent during dry season and low temperature period (December~March). Temperature effect of TWE did not last toward downstream, while nutrient effect seemed to maintain in longer distance. pH ranged 5.1~8.4 with a mean of 6.9 among all sites during the study period. The pH decrease was attributed to seasonal acid rain and snow fall, and their effects was identified by acidophilic diatoms dominated mainly by Eunotia pectinalis and Tabellaria flocculosa during March and August. These findings indicated that water quality and periphyton assemblages in the upstream region of Buso Stream were affected by thermal pollution, eutrophication, and acidification, and their confounding effects were seasonally variable.

• Korean Journal of Ecology and Environment
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• v.39 no.4 s.118
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• pp.462-470
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• 2006

The zooplankton community dynamics and grazing experiments was evaluated along a 40 km section of the lower Seomjin river system. Zooplankton was sampled twice a month from January 2005 to June 2006 at three sites (River mouth; RKO, Seomjin bridge: RK12 and Gurae bridge: RK36) in the main river channel. During the study period, the values of most limnological parameters in the three sites were fairly similar, except for conductivity. Annual variation of conductivity in River mouth and Seomjin bridge was more dramatic than which of the other site. There were statistically significant spatial and seasonal differences in zooplankton abundance (ANOVA, P<0.01). Total abundance of major zooplankton groups at both stations was much higher than in Gurae bridge. Among the macrozooplankton, cladocerans abundance was negligible in study sites during study periods. Community filtering rates (CFRs) for phytoplankton and bacteria varied from 0 to 50 mL $L^{-1}\;D^{-1}$ and from 0 to 45 mL $L^{-1}\;D^{-1}$, respectively. The spatial variation of CFRs for phytoplankton was significant (ANOVA, P<0.05). The CFRs of copepods for phytoplankton and bacteria was much higher than that of cladocerans at study sites. Total zooplankton filtering rates on bacteria were slightly lower than filtering rates on phytoplankton. The CFRs of microzooplankton (MICZ) for bacteria were much higher than for macrozooplankton (MACZ) at all sites. Considering the total zooplankton community, MICZ generally were more important than MACZ as grazers of bacteria and phytoplankton in freshwater zone, while MACZ were more important than MICZ as grazers of phytoplankton in brackish zone.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.41-61
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• 1999

In this study I defined the direction Integrated Science Education(ISE) should take. So that I groped for the direction ISE should take in the inherent nature of science and education, analyzing their respective validity from philosophical and psychological angles. Based upon these researches, I formulated the three directions for ISE to take; knowledge-centered, social problem-centered, and individual interest-centered. The results of this thesis may be summed up as follows: 1. The knowledge-centered ISE that thinks the inherent nature of science is in the scientific knowledge is based upon Hirst's integrated logic which is built on discipline-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in clarifying the meanings of knowledge and the logical relations between one knowledge and another according to the respective form of exploration. The knowledge-centered ISE, therefore, was analyzed to find its justification in the educational philosophy of idealism, realism, neo-scholasticism; in the educational theories of essentialism, behaviorism, perennial ism; in the scientific philosophy of empiricism. positivism; in the educational psychology of developmental psychology and constructivism. 2. The social problem-centered ISE that thinks the inherent nature of science is the process of social concord is based upon Dewey's integrated logic which is built on experience-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in the methodological aspect facilitating the process of experience. The social problem-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of pragmatism; in the educational theory of progressivism; in the scientific philosophy of relativism and rationalism; and in the educational psychology of developmental psychology and constructivism. 3. The individual interest-centered ISE is based upon Patterson's integrated logic which is built on human-centered educational viewpoint. The focus of education here is self-realization. Therefore, rather than provide in learning conditions from outside, one is made to choose them oneself and the process of satisfying one's motive is emphasized. The individual interest-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of existentialism; in the educational theory of humanism; in the scientific philosophy of relativism; and in Gestalt psychology.

• The Journal of Korean Academy of Sensory Integration
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• v.11 no.1
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• pp.11-27
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• 2013

Objective : This is a descriptive study using a program review collaborative group program by special educator and occupational therapist for supporting children's school tasks, and it is designed to explore how changed school performance skills and to analyze how applied intervention methods including sensory integrative approach. Methods : Participants were 6 male elementary students(5 = 1st grade, 1 = 2nd grade). Pilot program had reviewed and its results used as base for planning main program. Main program was implemented by collaborative process with teacher and occupational therapist for 1 year. School AMPS was used to assess school task participants, and informal motor and process skill observation was used to assess self-help activities. Description of records by professions about intervention strategies through assessments was described as qualitative way. Japanese sensory inventory was used by parents. Results : Through the collaborative process, assessing children, planning and modifying program, establishing intervention strategies were implemented. Self-help abilities in group program were increased much more independently. School task abilities were increased slightly but skills changed irregularly and unexpectedly and their reasons became considered more complex from sensory processing reasons to social and emotional reasons. Conclusion : Sensory integration had benefits for primary group program and more complex intervention strategies became to emerge demands for person- environment-task challenges. Collaborative practice with teacher and occupational therapist was supplement and synergic effect for children and group dynamics. More objective and comprehensive methods for measure collaboration and group effect would be needed in further study.

• Cartoon and Animation Studies
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• s.28
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• pp.27-53
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• 2012

American superhero comics are being produced in numerous different forms for multiple, and cross-platform media. In cinema, films based on superhero comics top the list of all time box office records. The same phenomenon of the 'Invasion of Superhero' is duplicated in Korean box office 2012, however, the korean fans are not familiar with the superheroes from the publication which provides the original source of characters and stories for other superhero related media products. Based on observing the multiple and vastness of world building characteristics of superhero comic, this paper attempts to associate the continuous creative nature and the infinite repetition of superheroes and comic texts with the identity of superhero on ontological level. First, chapter 2 examines how one superhero exists in multiple and different worlds individually by utilizing the concept of 'multi-universe' or 'multiverse' in comic texts. Initially, duplicating a superhero on multiple settings and series destroyed continuity and allowed contradiction and paradox confused narrative as a whole, but it also gave chances for comics to be more vibrant and experimental with their stories and characters. Chapter 3 analyzes the superhero comic texts in the light of repetition, concept developed by french philosopher Gilles Deleuze, and make the argument that the superheroes and texts are not repeated to generate surplus of source for economic utilitarian purposes, but it is, first and foremost, a repetition of creativeness and capability. Many concepts introduced by Deleuze in his early masterpiece, $\acute{e}$rence et R$\acute{e}$p$\acute{e}$tition> are taken to support this argument. Mainly, his critical views on generality of the identity and his effort to replace the Plato's system of representation with vibrant creative, and renewal energy of r$\acute{e}$p$\acute{e}$tition. According to Deleuze, repetition is similar concept, if not identical, to what Nietzsche called the 'eternal return' which allows the return of the Overhuman or the Superhuman, and he extends his idea that the returning Overhuman is the singular simulacre which opposes the generalization of identity, in the likes of Plato's Idea. Thus, the superhero's identity is ever changing, ever returning, and ever renewing Overhuman. The superhero must be repeated to fully actualize his/her existence. Also, based on Deleuze's reading of Bergson's texts on the Virtual, the superhero, for example Superman, is actualization of his/her multiplisit$\acute{e}$, the internally multiple, and differentiated variations from itself. These every Supermans' multiplisit$\acute{e}$ shares common memory, past, and duration, thus the Virtual of Superman. Superman becomes himself only by actualizing the movement and differentiation from these multiplisit$\acute{e}$ in his virtual on the surface of reality. On chapter 4, a popular Korean comic book character Oh, Hae-Sung's r$\acute{e}$p$\acute{e}$tition and multiplist$\acute{e}$ are analyzed, and makes comparison to that of Superman to distinguish the repetition from r$\acute{e}$p$\acute{e}$tition, and multiplicit$\acute{e}$ from diversity.

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.99-106
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• 2020

Changam, Lee Samman(1770~1845), who created his own handwriiting to be referred to as the three great writers of the late Joseon Dynasty, invented as the original 'Haengunyusu Typeface' and developed Calligraphy spirit of DonggugJinche in Honam province. He ultimately pursued the state of tonglyeong by raising the personality of 'writing is the person's personality' and the attitude of learning the old. Through the book chang-amseogyeol, he basically polished Haeseo of Han Dynasty and Wi Dynasty and emphasized that Haengseo and Choseo are done automatically when muscle strength and bone strength are established. And since calligraphy originated from 'nature', it goes through the 'Beobcheongwijin' spirit. After doing so, expressed the state of tonglyeong of " mubeob-ibeob ", the stage of reaching. In addition, Changam showed the aesthetic that you can get the novelty by pursuing the philosophy of 'Wu' and the 'beauty of Stupid and Lacking' based on LaoTzu and ChuangTzu. This is a philosophy that follows nature's logic to reveal nature's nature. And it is an aesthetic that protects his 'True Wu' without knowing and greedy. On the other hand, Changam promoted natural and vital beauty through force in the method of using the brush. He suggested the 'Push and Hard' of the Han dynasty, pushing it with force using this power properly. In particular, the feeling of an IlunMujeog brush in 『Changam Calligraphy-The cloud stays Poem』 overflows with the vitality and bizarre and strange dynamism of the spirit and typeface as eum-yang harmonizes with each other. In addition, the beauty of Push and Hard containing polyeoghamse is misaligned, but it has achieved a natural aesthetic without invading. This work demonstrates the real look of Changam choseo. In addition, the beauty of Push and Hard containing polyeoghamse is misaligned, but it has achieved a natural aesthetic without invading. Changam proves the real look of "Haedong's best Chose Maestro".

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.336-347
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• 2004

This study investigated the effects of the application of a variety of ICTs cause the effects on self-directed learning capability, creativity and problem-solving ability. In order to achieve the above aim, Web-Based Instructions(WBI) and instructions using CD-ROM Titles for the unit of 'the solar system and the galaxy' were applicated and analyzed which belongs to the area of 'the earth' in the subject 'science' for high school students. Instructions using WBI materials and CD-ROM titles were found to be effective on 'self-conception', 'creativity', 'future inclination', 'self-assessment ability', 'openness' and' initiative' improvement all of which belong to self-directed learning characteristics. They did not, however, show meaningful effect on improving 'learning eagemess' and 'responsibility' improvement. On looking into self-directed learning characteristics according to prerequisite learning levels, both groups and these for instruction using CD-ROM learning materials were found to have no effect on interaction. With respect to problem-solving ability improvement which is characteristic of the instruction using ICTs, WBI proved more fruitful than instruction using CD-ROM titles on improving scholastic achievement level. WBI was effective on 'fluency', 'originality' and 'resistance to premature closure'. It on the other hand, was of no use on 'abstraction of titles' and 'elaborateness' These results came from the following characteristics: WBI came into effect on 'fluency' and 'originality' in the areas of variety and vitality, which are characteristic of WBI. In the area of resistance to premature closure WBI was effective on organizing learning contents owing to the animation of picture materials which are variously presented in the web site. As a result of WBI questionnaire about WBI, an excellent effect on the structure of display, quantity of information, indication and instruction, supplementary study and further study were discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.