• Journal of the Korean Society of Food Science and Nutrition
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• v.45 no.8
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• pp.1114-1121
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• 2016

This study investigated the food components and antioxidant activities of dried Jerusalem artichoke (Helianthus tuberosus L.) with white and purple colors. For the proximate composition of dried Jerusalem artichoke, regardless of color, carbohydrate content was highest, followed by crude protein, ash, and moisture contents, and breed-specific differences were not detected. The highest mineral content of dried Jerusalem artichoke was potassium, followed by calcium, magnesium, sodium, and iron. The major minerals of white color sample were calcium, magnesium, and zinc, whereas those of the purple color sample were potassium, sodium, copper, and manganese, and no significant differences between the samples were detected. The main amino acid of dried Jerusalem artichoke was arginine, regardless of color, followed by asparagine, aspartic acid, and ${\gamma}-amino-n-butyric$ acid in order. Cysteine, leucine, and tyrosine were significantly (P<0.05) more abundant in the purple color sample than in the white color sample. In contrast, phosphoethanolamine was significantly (P<0.05) higher in the white color sample than in the purple color sample. Antioxidant activity was higher in the purple color sample than in the white color sample for all activities except the 2,2-azino-bis(3-ethylbenzothiazoline-6-sulfonic acid) assay methodology. Ferric-reducing antioxidant power and oxygen radical absorbance capacity assays at low concentrations of extracts found no differences between the two samples, although the purple sample at high concentration showed relatively high antioxidant activities.

• School Mathematics
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• v.16 no.1
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• pp.181-199
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• 2014

This study set out to analyze and compare gifted elementary students and non-gifted students in emotional intelligence and creative nature. To understand the characteristics of the former, and provide assistance for career education for both groups. For this purpose, the three following research questions were set: First, what kind of difference is there in emotional intelligence between gifted elementary students and non-gifted students? Second, what kind of difference is there in creative nature between gifted elementary students and non-gifted students? Third, what is the connection between emotional intelligence and creative nature in gifted elementary students and non-gifted students? For this study, 102 students from the gifted class and 132 students from non-gifted classes were selected. In total 234 questionnaires were distributed, and the results were analyzed. The results of this study were as follows. First, as a result of the independent sample T-test, there were noticeable differences in giftedness. Gifted students scored significantly higher than non-gifted students in creative nature. Second, as a result of the independent sample T-test, there were noticeable differences in the creative nature of gifted and non-gifted students. Gifted students scored significantly higher than non-gifted students in creative nature. Third, by analyzing the results found for emotional intelligence and creative nature with Pearson's product-moment correlation, there was a positive correlation between both emotional intelligence and creative nature in both groups of results.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.123-148
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• 2014

The purpose of this study is to figure out the perceptional characteristics of mathematically gifted elementary students by comparing the mathematical reasoning ability and errors between mathematically gifted elementary students and non-gifted students. This research has been targeted at 63 gifted students from 5 elementary schools and 63 non-gifted students from 4 elementary schools. The result of this research is as follows. First, mathematically gifted elementary students have higher inductive reasoning ability compared to non-gifted students. Mathematically gifted elementary students collected proper, accurate, systematic data. Second, mathematically gifted elementary students have higher inductive analogical ability compared to non-gifted students. Mathematically gifted elementary students figure out structural similarity and background better than non-gifted students. Third, mathematically gifted elementary students have higher deductive reasoning ability compared to non-gifted students. Zero error ratio was significantly low for both mathematically gifted elementary students and non-gifted students in deductive reasoning, however, mathematically gifted elementary students presented more general and appropriate data compared to non-gifted students and less reasoning step was achieved. Also, thinking process was well delivered compared to non-gifted students. Fourth, mathematically gifted elementary students committed fewer errors in comparison with non-gifted students. Both mathematically gifted elementary students and non-gifted students made the most mistakes in solving process, however, the number of the errors was less in mathematically gifted elementary students.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.465-484
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• 2011

The purpose of this study is to compare the school life satisfaction of the gifted students with general students. For this study, the questionnaire on school life satisfaction was conducted to 76 elementary gifted students and 125 general students. The results of the study were as follows: First, in the school life satisfaction at the general class, there were significant difference among groups. It was found that the gifted students showed a little higher school life satisfaction score than the general students' (p<.05). The score of gifted class students' school life satisfaction was the highest. Second, the score of gifted class students' school life satisfaction was significantly higher than gifted education institute students' (p<.05). Third, school life satisfaction score of gifted students in a gifted class was significantly higher than in a general class (p<.05). Forth, regarding the gifted students' gender, there was no significant difference between girls and boys. Regarding the grades of the gifted students, there was no significant difference between 5th and 6th grader (p>.05).

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.315-333
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• 2013

The purpose of this study was to compare the time management behaviors and life satisfaction of gifted students and general students, and to investigate relationships between the time management and the life satisfaction. For this study, 104 gifted middle school students and 203 regular middle school students in Kyunggi Province were participated. The results of this study were as follows.; First, there was significant difference in the time management behaviors between gifted students and general students. Analyzing by independent samples t-test showed that gifted students' time management behaviors showed significantly higher than that of general students'. There was no gender difference in gifted students' time management behaviors. However, there was a significant gender difference in general students. The interaction effect between the group and the gender did not appear. Second, there was significant difference in the life satisfaction between gifted students and general students. Analyzing by independent samples t-test showed that gifted students' life satisfaction showed significantly higher than that of general students'. There was no gender difference in both groups. The interaction effect between the group and the gender did not appear. Third, investigating the relationship between time management behaviors and life satisfaction of gifted students and general students, the results showed significantly positive correlations in both groups. Regression analysis was performed to investigate the impact of time management behaviors on life satisfaction, and it showed that time management behavior affects significantly on life satisfaction.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.35-44
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• 2019

Currently, most of the science and engineering students who enter the university are required to take general chemistry and general chemistry experimental subjects. However they have different learning bases about learning basic science subjects. Regarding college entrance examinations, the current system is used for selection, so they have different levels of basic knowledge. But, without considering this situation, all of the students in science and engineering are participating in the same basic science class, some learners are relatively easy to adapt to learning, while others experience extreme difficulties and suddenly give up. This is true. The purpose of this study is to develop a scale to measure the ability to learn general chemistry of freshmen in science and engineering at H University in the Seoul Metropolitan area and to analyze what kind of learning backgrounds are related to learners. The results show that gender and major are not related to general chemistry learning major, and it we found that there is a close relationship to the relationship between their major and chemistry, the level of the chemistry learning in the high school, and the selection of chemistry in college entrance examinations. In addition, it was found that the degree of feeling that pre-learning is beneficial to current learning and that it is common with current learning is also a factor related to general chemistry learning aptitude. Therefore, in this study, we propose two ways of presenting and promoting a guide for learning by majors, and establishing a step-by-step learning system considering the level of students.

• 산업보건소식
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• no.45
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• pp.19-21
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• 1987

• 산업보건소식
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• no.45
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• pp.5-14
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• 1987

• Journal of the Korea Concrete Institute
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• v.27 no.5
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• pp.531-539
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• 2015

Properties of normal-strength mortar containing coarsely-crushed coal bottom ash considering standard particle size distribution of fine aggregate were investigated. Mortar containing raw bottom ash was applied as a reference. By crushing the bottom ash with a particle size larger than fine binder but smaller than fine aggregates, i.e., coarse-crushing, water absorption and specific gravity of the particles could be controlled as similar levels to those of natural fine aggregates. Workability and strength of the mortar were not changed and even increased when the coarsely-crushed bottom ash was added considering standard particle size distribution in Standard Specification for Concrete, while those were decreased when raw bottom ash was added without any treatment. When a replacement ratio of coarsely-crushed bottom ash was less than 30 vol.%, there were no significant decrease in dynamic modulus of elasticity and dry shrinkage of the mortar.