• East Asian mathematical journal
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• v.26 no.2
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• pp.179-190
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• 2010

We study the theoretical background on the relationship between the equality property and operations treated in different sub-areas in secondary school mathematics curriculum respectively studied. Furthermore, we discuss in detail the equality property in rational numbers field $\mathbb{Q}$ and the real numbers field $\mathbb{R}$. Through this study, professional knowledges of school teachers are enhanced so that these aforementioned knowledges are connected smoothly to teaching activities in classrooms.

• School Mathematics
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• v.18 no.3
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• pp.625-645
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• 2016

This study clarified the big ideas related to teaching addition and subtraction of fractions with different denominators based on quantitative reasoning with unit and recursive partitioning. An analysis of this study urged us to re-consider the content related to the addition and subtraction of fraction. As such, this study analyzed textbooks and teachers' manuals developed from the fourth national mathematics curriculum to the most recent 2009 curriculum. In addition and subtraction of fractions with different denominators, it must be emphasized the followings: three-levels unit structure, fixed whole unit, necessity of common measure and recursive partitioning. An analysis of this study showed that textbooks and teachers' manuals dealt with the fact of maintaining a fixed whole unit only as being implicit. The textbooks described the reason why we need to create a common denominator in connection with the addition of similar fractions. The textbooks displayed a common denominator numerically rather than using a recursive partitioning method. Given this, it is difficult for students to connect the models and algorithms. Building on these results, this study is expected to suggest specific implications which may be taken into account in developing new instructional materials in process.

• Women's Health Nursing
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• v.9 no.3
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• pp.235-244
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• 2003

Purpose: To examine the difference of physical discomfort and childbirth satisfaction between postpartum women with and without having taken Epidural Analgesia. Method: The subjects were divided into one group of 128 primipara taken Epidural Analgesia and the other of the same 70 women who were not taken it. Data were collected by questionnaires of their own physical discomfort and birth satisfaction at postpartum 1 to 2 days in OBGY hospitals, and data were analyzed using SPSS Program. Result: Women having taken epidural analgesia appealed higher physical discomfort than those without it in the lower limbs exercise discomfort, difficult urination, urinary retention, nausea & vomiting, whereas appeared vice versa in breast pain. Among indicators for childbirth satisfaction, women having taken epidural analgesia preferred the same delivery method later again more than those without it. Conclusion: It is confirmed that the method of epidural analgesia is not an absolute way to control labor pain, rather stir physical discomfort after childbirth and does not fully increase the women's childbirth satisfaction. Therefore, it is proposed that nurses should provide the pregnant women the right knowledge and information, thereby enabling them to select the useful method of childbirth to their own course of childbirth and health-recovering after the delivery.

• The Korean Journal of Pain
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• v.12 no.1
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• pp.108-113
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• 1999

Background: There is some concern that the administration of epidural analgesia for pain relief during labor increases the likelihood of cesarean delivery. But, several investigators showed a decrease in the rate of emergency cesarean delivery after epidural analgesia. The purpose of this study was to compare the emergency cesarean rate between the two groups with and without epidural analgesia. Methods: We reviewed retrospectively the medical records for 7846 parturients admitted our hospital between January 1, 1995 and December 31, 1996 and whose attending physician anticipated a normal labor and vaginal delivery. The number of parturients with epidural analgesia using 0.25% bupivacaine with fentanyl were 2839 and parturients without epidural analgesia were 5017. Results: An administration of epidural analgesia was not associated with the incidence of cesarean rate. 149 (5.25%) of 2839 parturients in epidural group and 371 (7.31%) of 5017 parturients in non-epidural group underwent emergency cesarean section. Conclusions: Our retrospective study has shown that an administration of epidural analgesia neither decrease nor increase in the rate of emergency cesarean delivery when compared with a non-epidural analgesia.

• The Korean Journal of Pain
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• v.9 no.1
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• pp.63-68
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• 1996

Background; Epidural analgesia for controlling labor pain has recently gained world-wide popularity. However, many patients scheduled for continuous epidural analgesia voice concern over harmful effects to their fetus and other possible complications such as hemodynamic changes, back pain and neurologic sequelae etc. The aim of this study was to evaluate the hemodynamic changes with and without epidural block as a measure to determine the safety of epidural analgesia during labor and delivery. Methods: Twenty healthy subjects were divided equally into two groups(Group 1 without epidural block, and Group 2 with epidural block) and serial hemodynamic measurements were taken in all subjects with transcutaneous impedence cardiography. The epidural catheter was inserted at the level of $L_{3,4}$ in Group 2 and analgesia was maintained using 0.25% bupivacaine mixed with fentanyl. Results: Cardiac output increased slightly with cervical dilatation in both groups, but no significant differences were found between the two groups. Similarly, no significant differences were found in blood pressures between the two groups. Stroke volume and end-diastolic volume indices were slightly decreased in group 1 and slightly increased in group 2. However, there were no significant differences between the two groups. The ejection fraction was nearly constant and ranging 56~59%. Conclusion: We concluded epidural analgesia for labor and delivery is a safe technique for the parturients since results indicated no significant differences in hemodynamic changes, as compared to the control group.

• School Mathematics
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• v.18 no.4
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• pp.793-818
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• 2016

The purpose of this study is to explore in detail $5^{th}$ grade students' understanding on the big ideas related to addition of fraction with different denominators: fixed whole unit, necessity of common measure, and recursive partitioning connected to algorithms. We conducted teaching experiments on 15 fifth grade students who had learned about addition of fractions with different denominators using the current textbook. Most students approached to the big ideas related to addition of fractions in a procedural way. However, some students were able to conceptually understand the interpretations and algorithms of fraction addition by quantitatively thinking about the context and focusing on the structures of units. Building on these results, this study is expected to suggest specific implications on instruction methods for addition of fractions with different denominators.

• KSBB Journal
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• v.9 no.5
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• pp.506-511
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• 1994

Antimicrobial activity of methanol extract and fraction from mugwort leaves(Artemisia princeps val. orientalis) was investigated for the screening of natural antiwucroblal components. By using agar diffusion method, ethyl acetate(EtOAc) layer fractionated from methanol extract of mugwort leaves showed the highest inhibitory effects against tested microorganisms. The ortho-coumaric acid(200∼600ppm) isolated from EtOAc layer showed strong antibacterial activities for Bacillus subtilis and Salmonella typhimurium. As derivatives of o-coumaric acid, antibacterial activity of para-coumaric acid was 1.2∼1.7 fold higher than that of o-coumaric acid. Three types of coumaric acids strong inhibited the growth of B. subtilis in the culture medium. Growth of S. tyhimurium, P. aeruginosa and S. aureus were effectively inhibited by o-, m- and p-coumaric acids, respectively. Minimum inhibitory dose of p-coumaric acid for B. subtilis was $\100∼200mu\textrm{g}$/paper disk.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.186-194
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• 2018

The aim of this study was to examine the effects of an after-school basketball training program of 12 weeks on physical abilities (grip strength, endurance, and flexibility) and learning-related factors (cognition strength, cognition speed, concentration, and mental workload) in middle school students. Middle school students (Males, N=20) were recruited for use in this study and were randomly divided into either a basketball training group (n = 10, BT) or a non-exercise control group (n = 10, CON). Two-way repeated measures ANOVA with post-hoc testing was used for data analysis. Results found endurance and flexibility in the BT group were significantly increased, but not in the CON group. In addition, cognition strength, speed, and concentration in the BT group increased and mental workload in the BT group slightly decreased. In contrast, the CON group showed a significant increase in mental workload. Our findings show that participation in after-school physical education activities (e.g., basketball training program) positively improves physical abilities and increases brain functions for learning.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.45-64
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• 2003

This study analyzes divisor and multiple in elementary school mathematics textbooks published according to the first to the 7th curriculum, in a view point of the didactic transposition theory. In the first and second textbooks, the divisor and the multiple are taught in the chapter whose subject is on the calculations of the fractions. In the third and fourth textbooks, divisor and multiple became an independent chapter but instructed with the concept of set theory. In the fifth, the sixth, and the seventh textbooks, not only divisor multiple was educated as an independent chapter but also began to be instructed without any conjunction with set theory or a fractions. Especially, in the seventh textbook, the understanding through activities of students itself are strongly emphasized. The analysis on the each curriculum periods shows that the divisor and the multiple and the reduction of a fractions to the lowest terms and to a common denominator are treated at the same period. Learning activity elements are increase steadily as the textbooks and the mathematical systems are revised. The following conclusion can be deduced based on the textbook analysis and discussion for each curriculum periods. First, loaming instruction method also developed systematically with time. Second, teaching method of the divisor and multiple has been sophisticated during the 1st to 7th curriculum textbooks. And the variation of the teaching sequences of the divisor and multiple is identified. Third, we must present concrete models in real life and construct textbooks for students to abstract the concepts by themselves. Fourth, it is necessary to develop some didactics for students' contextualization and personalization of the greatest common divisor and least common multiple. Fifth, the 7th curriculum textbooks emphasize inquiries in real life which teaming activities by the student himself or herself.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.23-47
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• 2017

The purpose of this study is to analyze the types of errors that may occur in the four arithmetic operations of the fractions after classified according to the level of academic achievement for sixth-grade elementary school student who Learning of the four arithmetic operations of the fountain has been completed. The study was proceed to get the information how change teaching content and method in accordance with the level of academic achievement by looking at the types of errors that can occur in the four arithmetic operations of the fractions. The test paper for checking the type of errors caused by calculation of fractional was developed and gave it to students to test. And we saw the result by error rate and correct rate of fraction that is displayed in accordance with the level of academic achievement. We investigated the characteristics of the type of error in the calculation of the arithmetic operations of fractional that is displayed in accordance with the level of academic achievement. First, in the addition of the fractions, all levels of students showing the highest error rate in the calculation error. Specially, error rate in the calculation of different denominator was higher than the error rate in the calculation of same denominator Second, in the subtraction of the fractions, the high level of students have the highest rate in the calculation error and middle and low level of students have the highest rate in the conceptual error. Third, in the multiplication of the fractions, the high and middle level of students have the highest rate in the calculation error and low level of students have the highest rate in the a reciprocal error. Fourth, in the division of the fractions, all levels of students have the highest r rate in the calculation error.