• Journal of Mushroom
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• v.18 no.1
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• pp.1-9
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• 2020

Mycorrhiza refers to the association between a plant and a fungus colonizing the cortical tissue of the plant's roots during periods of active plant growth. The benefits afforded by plants from mycorrhizal symbioses can be characterized either agronomically, based on increased growth and yield, or ecologically, based on improved fitness (i.e., reproductive ability). In either case, the benefit accrues primarily because mycorrhizal fungi form a critical linkage between plant roots and the soil. The soilborne or extramatrical hyphae take up nutrients from the soil solution and transport them to the root. This mycorrhizae-mediated mechanism increases the effective absorptive surface area of the plant. There are seven major types of mycorrhizae along with mycoheterotrophy: endomycorrhizae (arbuscular mycorrhizae, AM), ectomycorrhizae (EM), ectendomycorrhizae, monotropoid, arbutoid, orchid, and ericoid. Endomycorrhizal fungi form arbuscules or highly branched structures within root cortical cells, giving rise to arbuscular mycorrhiza, which may produce extensive extramatrical hyphae and significantly increase phosphorus inflow rates in the plants they colonize. Ectomycorrhizal fungi may produce large quantities of hyphae on the root and in the soil; these hyphae play a role in absorption and translocation of inorganic nutrients and water, and also release nutrients from litter layers by producing enzymes involved in mineralization of organic matters. Over 4,000 fungal species, primarily belonging to Basidiomycotina and to a lesser extent Ascomycotina, are able to form ectomycorrhizae. Many of these fungi produce various mushrooms on the forest floor that are traded at a high price. In this paper, we discuss the benefits, nutrient cycles, and artificial cultivation of mycorrhizae in Korea.

• Journal of Home Health Care Nursing
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• v.7 no.1
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• pp.58-72
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• 2000

This study was an attempt to encourage the development of a rehabilitation delivery system and programs as a substitute service for hospitalization on the case of car accident patients, such as hospital based home health care nursing services. Various substitute services for hospitalization are required to curtail the length of stay for inpatients who were hospitalized with car accident compensation insurance. It focused on developing an estimation an early discharge day for car accident inpatients based on detailed statements of treatment for 111 inpatients who were hospitalized at the General Hospital in 1997. This study had four specific purposes as follows. First. to find out the utilization of medical services. Second, to estimate the time of early discharge and income increasing effect based on early discharge for those patients. Third, to identify the factors affecting total medical expenditure and the length of stay for those inpatients. Forth, to figure out the need of utilizing home health care nursing service for accident patients. In order to analyze the length of stay and medical expenditure for inpatients who were hospitalized due to car accidents, the authors conducted micro- and macro-analysis of medical and medical expenditure records. Micro-analysis was done by nominal group discussion of 4 expertise with the critical criteria, such as a decrease in the amount of treatment after surgery, treatments, tests, drugs and changes in the test consistency, drug methods, vital signs, start of ROM exercise, doctor's order, patient's outside visiting ability, and stable conditions. In addition to identifying variables affecting medical expenditure, and the length of stay and income effect due to early discharge day, the data was analyzed with a multiple regression analysis and linear regression analysis model by SPSS-PC for windows and Excell program. Results of this study were as follows. First. the mean length of stay was 50.3 days. whereas the mean length of stay due to early discharge was 34.3 days at the hospital. The estimation of time of early discharge depended on the length of stay. The longer the length of stay, the longer the length of time of early discharge : for instance a length of stay under 10 days was estimated as correlating to a mean length of stay of 6.6 days and early discharge of 6.5. The mean length of stay was 217.4 days and the time of early discharge was 110.1 respectively. The mean medical expenditure per day was found to be 169.085 Won and the mean medical expenditure per day showed negative linear trends according to the length of stay at the hospital. The estimation results of the income effect due to being discharged 16 days early was around 2,244,000 won per bed. However. this sum does not represent the real benefits resulting from early discharge, but rather the income increasing amount without considering medical prime cost in the general hospital. Therefore, further analysis is required on the cost containments and benefits as turn over rate per bed as the medical prime costs. The length of stay was most significant and was positive to the total medical expenditure, as expected. Surgery and patient's residential area was also an important variable in explaining medical expenditure. The level of complications was the most significant variable in explaining the length of stay. There was a high level for need a home health care nursing service which further supports early discharge for accident patients. In addition, when the patient was discharged. they needed follow up care for complications suffered during the car accident. $86.8\%$ of discharged patients responded that they needed home health services after early discharge. From these research findings, the following suggestions have been drawn. Strategies on a health care delivery system must be developed in order to focus on the consumer's needs and being planned for 21 century health policy in Korea. Community based intermediate facilities or home health care should be developed for rehabilitation services as a substitute for hospitalization in order to shorten the length of stay would be. A hospital based home health care nursing service. it would be available immediately to utilize by patients who want rehabilitation services as a substitute for hospitalization with the cooperation of car insurance companies.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.127-141
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• 2006

The purpose of this study was to investigate the actual conditions of the use of them and the moves to strengthen home economics resources for school lifelong education for parents and local residents. This study conducted a systematic random sampling. Questionnaires were distributed to home economics teachers from 285 middle schools, 123 high schools, and 130 of them were sampled as the subjects of this study. The results of this study were as follows. First, home economics teachers were active participating school lifelong educational program. But according to the result of research on the actual condition, the proportion of taking part in it was low. More than half of home economics teachers who took part in program's lecturer were in charge of computer courses. So they didn't show their ability as expert. Also they were in charge of several works than roll of lecturers. It was mentioned too great a burden. There is little in-service training for meeting specialization for school lifelong education. They wanted to take part of lecturers of program and preferred hours of being over class. More than half of them had intended to obtain a lifelong educator's license. The part of elective courses for obtaining a lifelong educator's license is similar to home economics educational contents. So, they have an advantage of obtaining it. Second, one-fifth of school that gave school life education carried out program of related home economics. Mostly they had mothers of students-oriented programs on artistic and leisure. But this is that home economics teachers mentioned less important teaching at society in the future. They importantly mentioned program on children's education in now and the future. Parents of students and local residents also extremely wanted it. For differentiated school life education, quality of programs is important greatly. Third, the actual condition of practical room relating home economics is only practice to cook mostly. So they are reluctant to be open it because of being responsible for the results from using there. It is necessary to ameliorate there's facilities and to increase there's area. Fourth, home economics teachers want to improve their specialization through in-service training, to develop and diffuse programs of superior quality, and to get extra pay for overtime from the government.

• Korean Journal of Environmental Agriculture
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• v.28 no.2
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• pp.131-138
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• 2009

Heavy metal residues in soil, rice straw, unhulled rice, rice hull, polished rice, and rice barn on the rice paddy in the "Top rice production complex which is non-contaminated area were evaluated. It was observed that the average concentrations of As, Cd, Cu, Pb, and Hg in the paddy soils were 1.235, 0.094, 4.412, 4.728 and 0.0279 mg/kg, respectively. There were no cultivation areas exceeded of the threshold for soil contamination designated by "The Soil Environment Conservation Law" in Korea. For the polished rice, there were no samples exceeded of a permissible level of heavy metal residues such as 0.051 mg/kg of As, 0.040 mg/kg of Cd, 0.345 mg/kg of Cu, 0.065 mg/kg of Pb and 0.0015 mg/kg of Hg. For the uptake and translocation of heavy metals to rice plant, a main part of heavy metal accumulation was rice straw, and then rice bran. Furthermore, it shown that accumulation of heavy metals in unhulled rice, rice hulls, brown rice, and polished rice was approximately similar as low. The slopes of translocation of heavy metals from soil to polished rice were following order as Cd, 0.4321 > Cu, 0.054 ${\fallingdotseq}$ Hg, 0.052 > As, 0.021 > Pb, 0.008. It was observed that potential ability of Cd uptake in rice plant and then its translocation into polished rice was very high. Concentrations of copper and mercury absorbed in the rice plant were moderate for translocating into the polished rice, while the arsenic and lead in the plant were scarcely translocated into the polished rice. The distribution of heavy metals absorbed and translocated into aboveground parts of rice plant was appeared that there were remained at 63.3-93.4% in rice straw, 6.6-36.9% in unhulled rice, 0.6-5.7% in rice hulls, 3.2-31.3% in brown rice, 0.8-4.6% in rice bran and 1.1-26.7% in polished rice. The accumulation ratio of Cd in the aboveground parts of rice plant was remained at 26.7-31.3% in brown and polished rice.

• Korean Chemical Engineering Research
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• v.43 no.1
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• pp.146-152
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• 2005

The activated carbon was produced from Sancheong bamboo by carbon dioxide gas activation methods. The carbonization of raw material was conducted at $900^{\circ}C$, and $CO_2$ activation reactions were conducted under various conditions: activation temperatures of $750-900^{\circ}C$, flow rates of carbon dioxide $5-30cm^3/g-char{\cdot}min$, and activation time of 2-5 h. The yield, adsorption capacity of iodine and methylene blue, specific surface area and pore size distribution of the prepared activated carbons were measured. The adsorption capacity of iodine (680.8-1450.1 mg/g) and methylene blue (23.5-220 mg/g) increased with increasing activation temperature and activation time. The adsorption capacity of iodine and methylene blue increased with the $CO_2$ gas quantity in the range of $5-18.9cm^3/g-char{\cdot}min$. But those decreased over those range due to the pore shrinkage. The specific volume of the mesopore and macropore of bamboo activated carbon were $0.65-0.91cm^3/g$. Because of this large specific volume, it can be used to the biological activated carbon process. Bamboo activated carbon phisically adsorbed the $CO_2$ of maximum 106 mg/g-A.C in the condition of 90% $CO_2$ and adsorption temperature of $20^{\circ}C$. The $CO_2$ adsorption ability of bamboo activated carbon was not changed in the 5 cyclic test of desorption and adsorption.

• Proceedings of the KOR-BRONCHOESO Conference
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• 1972.03a
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• pp.7-8
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• 1972

The effects of noise exposure are of two types: Nonauditory effects and auditory effects. Nonauditory effects of noise exposure are interference with communication by speech, sleeping and emotional behavior. The noise will cause the high blood pressure and rapid pulse, also that decrease the salivation and gastric juice. in experimentaly showed that the Corticoid hormon: Gonatotropic hormone were decrease and Thyrotropic hormoone is increase. Auditory effect of noise exposure. when the normal ear is exposed to noise at noise at hamful intensities (above 90㏈) for sufficiently long periods of time, a temoral depression of hearing results, disappearing after minutes or hours of rest. When the exposure longer or intesity greater is reached the Permanent threshold shift called noise-induced hearing loss. Hearing loss resulting from noise exposure presents legal as well as medical problems. The otologist who examines and evaluates the industrial hearing loss cases must be properly informed, not only concerning the otologic but also about the physical and legal aspects of the problems. The measurement of hearing ability is the most important part of a hearing conservation, both preplacement and periodic follow-up tests of hearing. The ideal hearing conservation program would be able to reduce or eliminate the hazardous noise at its source or by acoustic isolation of noisy working area and two ear protections (plugs and muff type) were developed for personal protection.

• Journal of the Korean Society of Food Science and Nutrition
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• v.36 no.8
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• pp.989-994
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• 2007

This study was designed to investigate whether Sasa borealis leaves extracts (SLE) may inhibit yeast ${\alpha}-glucosidase$ and ${\alpha}-amylase$ activities and postprandial hyperglycemia in STZ-induced diabetic mice. Freeze-dried SLE was extracted with 70% methanol and followed by a sequential fractionation with dicholoromethan, ethylacetate, butanol, and water. Both ethylacetate and butanol fractions showed high inhibitory activities against the ${\alpha}-glucosidase$ and ${\alpha}-amylase$ enzymes. The $IC_{50}$ of ethylacetate and butanol fractions against ${\alpha}-glucosidase$ were 0.54 and 0.63 mg/mL, respectively, indicating a greater inhibition effect than acarbose (0.68 mg/mL) (p<0.05). Likewise, the two fractions exhibited a smaller $IC_{50}$ against ${\alpha}-amylase$, compared with acarbose (p<0.05). However, the yield of ethylacetate fraction of SLE was relatively small. Postprandial blood glucose testing of normal mice and STZ-induced diabetic mice by starch soln. loading (2 g/kg B.W.) showed that postprandial blood glucose level at 30, 60, and 120 min were markedly decreased by single oral administration of SLE butanol fraction (200 mg/kg B.W.) in both normal (p<0.0l) and diabetic mice (p<0.0l). Furthermore, the incremental area under the curve (AUC) was significantly lowered via SLE administration (5,745 versus 12,435 $mg{\cdot}mim/dL$) in the diabetic mice (p<0.0l). The incremental AUC in normal mice corroborated the hypoglycemic effect of SLE (p<0.0l) found in the diabetic mice. These results suggest that SLE may delay carbohydrate digestion and thus glucose absorption. In addition, SLE may have the potential to prevent and treat diabetes via its ability on lowering postprandial hyperglycemia.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.75-92
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• 1992

The purpose of this study was to point out the problems of the competency exam for college education, a new college entrance exam, and to suggest the improvement ideas for it For this purpose, the test items of science inquiry were taken from the first, the second and the third pilot studies of the competency exam for college education which National Institute of Educational Evaluation had done. These tests were administered to 1,223 students of the general high school(422 for the 1st 400 for the 2nd, and 401 for the 3rd test). Also, those students' and the high school science teacher's opinions about the tests and the new college entrance exam were surveyed. The evaluation objectives of those test items were analyzed and the test item analyses were done. The results were as follows; (1) The evaluation objective analysis showed that most of the test The purpose of this study was to point out the problems of the competency exam for college education, a new college entrance exam, and to suggest the improvement ideas for it For this purpose, the test items of science inquiry were taken from the first, the second and the third pilot studies of the competency exam for college education which National Institute of Educational Evaluation had done. These tests were administered to 1,223 students of the general high school(422 for the 1st, 400 for the 2nd, and 401 for the 3rd test). Also, those students' and the high school science teacher's opinions about the tests and the new college entrance exam were surveyed. The evaluation objectives of those test items were analyzed and the test item analyses were done. The results were as follows; (1) The evaluation objective analysis showed that most of the test items were constructed based on the evaluation framework which was composed of scientific inquiry thinking ability, science concept, and scientific inquiry context dimensions. But, those items were unevenly distributed into a few areas of the evaluation framework. (2) The boys had higher mean scores than the girls in all of the tests, but these differences were not statistically significant. The natural science course students had significantly higher mean than the humanities course students in all of the test:(1st, F=12.643, p=0.0004 ; 2nd, F=45.757, p=0.0001 ; 3rd, F=36.162, p=0.0001). A significant interaction of sex and course was found in only 1st test( F=11.352. p=0.0008). (3) Most students answered the test was difficult and they needed more time to finish it Also, they added they had to study in a different way from the traditional one in order to prepare the new college entrance exam. Science teachers answered that those evaluation objectives of the tests corresponded well with the educational objectives of high school science and that the tests were suitable as measuring instruments of the scientific thinking abilities. But they pointed out it would be very difficult for them to teach students for preparing the exam under the exsting educational conditions. To carry out successfully the competency exam for college education, the following improvements were suggested. (1) Good evaluation methodology should be developed. (2) In-service science teacher training models on evaluation should be put in force. (3) Effective teaching models and strategies should be developed.(4) The high school science curriculum should be revised.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.

• Journal of the Korean Institute of Landscape Architecture
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• v.20 no.3
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• pp.64-78
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• 1992

In this study, elementary school students of both urban and rural areas as its subjects were asked to draw 'A beautiful landscape' by employing the perspective representation technique, i. e., the Perception Map, and to write down the elements comprising 'A beautiful landscape' in the questionnaire sheets. By doing so, an attempt was made 1) to analyze whether there are differences in perceiving 'A beautiful landscape' according to the differences of the environment in which they were brought up ; and, if there are differences. 2) to identify them ; and based on that , 3) to present basic data for evaluation on landscape, on its preference analysis and for Park Planning. The summary of this study is as follows ; 1) The main elements, elementary school students think, comprising 'A beautiful landscape' are 25 ones such as Sky(7), Sea(2), Water(2), Topography(5), Plants(5), Animals(3), School(1), Rural village(1). The natural elements showing a difference are ; Water fall in urban areas and School landscape in rural areas ; the artificial elements are ; City groups(Structures, Facilities, Necessities, Transportation means and Space) in urban areas and School groups in rural areas. Especially, in case of rural area children, they regard 'Trees' as an essential element to be 'A beautiful landscape' comparing to those in urban areas. 2) According to the analysis result on the correlation between the elements comprising a beautiful rural landscape and a beautiful ruban landscape, the correlation between boys and girls is high, showing the same trend with any difference. In comparison of urban areas with rural areas, there is no difference between natural elements, but in artificial elements(7 groups without family) the correlation is quite low, showing that all comprising elements are not the same between rural schools and cities, between schools within the same areas, and between schools of different areas. 3) In identifying the names of elements comprising 'A beautiful landscape', Back-Du Mountain and Sorak Mountain are shown the highest frequency in the category of mountains. In the names of trees and flowers, the elementary school children are thought to consider the kinds of trees and flowers they can see always at hand, i. e., those in their school ground where they spend most of their day time. 4) In the analysis of the numbers of comprising elements according to the responses in the questionnaire sheets and in the Perception Map, 'less than 10' is the most frequently counted number of comprising elements by individual students regardless of rural and urban differences. When the total frequency is divided by the number of students, the mean score is 6-7 without any differences between rural and urban areas, implying that there are no differences in the expression ability between urban and rural schools. 5) According to the result of classyfying and analysizing the landscape appeared on the Perception Map by similar elements and by similar scenes, 'A beautiful landscape' thought by elementary school children is defined not as a standardized form but as 11 types such as the landscape of fields, the landscape of a sea, the landscape of a rural village, a type where elements are assembled, the landscape of cities, the landscape of a school, the landscape coming out of a imagination, and other landscape. Both rural and urban children all consider the landscape of mountains and field and the landscape where several elements are assembled as a commonly beautiful one. Among the landscapes showing rural and urban differences, it can be analyzed that urban children regard the landscapes of cities, imagination, and waterfalls as something characteristic, while rural children regard the landscape of schools and rural villages as something characteristic.