• Journal of Forest and Environmental Science
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• v.9 no.1
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• pp.1-9
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• 1993

In the fall of 1992, growth characteristics and cone-bearing behaviour of crown top shoots were investigated on Pin us koraiensis trees, belonging to age class VII and IV, in the School Forests, College of Forestry, Kangwon National University to obtain basic information for the design of Korean pine cone harvesting machine. The results were summarized as follows. 1. The length of terminal main shoots and lateral shoots of the trees in age class IV was 27~56cm and 18~47cm, respectively, both of which were significantly higher than those of the trees in age class VII. 2. There was no significant difference between two age classes in the branching angle ($24{\sim}89^{\circ}$) of lateral shoots and in the diameter (10~30mm) of two-year-old main shoots. However, one-year-old terminal main shoots of age class IV showed the higher diameter (9~18mm) than those of age class VII. 3. Mean cone number per tree was 5, and mean fresh weight of cone was 272g. No significant difference was found in these traits between both age classes. 4. Cones, on an average, hung on the two-year-old main shoots 15cm above the basal ends in age class VII and 33cm above in age class IV. Both lengths are equivalent to one half and four fifths of the shoots, respectively. 5. The fresh weight range of crown-top shoots containing cones was 1.0~7.4kg.

• The korean journal of orthodontics
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• v.26 no.1 s.54
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• pp.95-104
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• 1996

This study was undertaken to investigate the correlations bite force and the electromyographic activities of masticatory muscle in deepbite, using the T-Scan system and electromyograph. The subjects of this study consisted of two groups ; one of 20 individuals with normal occlusion, the other group of 30 with deepbite. The deepbite was composed of Class I deepbite(male 9, female 7) and Clas II div. 1 deepbite(male 8, female 6). The obtained results of this study were as follows : 1. The maximum bite force was 155.93 N in normal occlusion, 165.11 N in Class I deepbite group, 111.55 N in Class II div. 1 deepbite group. 2. The greater !he number of tooth contacts, the more the bite force increased in all groups. 3. During maximum clenching, masseter and ant. temporailsmuscle activity of normal and Class I deepbite group were significantly higher than that of Class II div. 1 deepbite group, and the activity of masseter muscle was higher than that of ant. temporalis muscle in all groups. 4. The greater the maximum bite force, the more the muscle activities increased in all groups.

• Journal of the Korea Convergence Society
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• v.12 no.8
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• pp.267-277
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• 2021

This study was done with collected and analyzed data using the convenient sampling method on 349 middle school students located in the metropolitan area in order to verify the effect of instructors verbal and nonverbal communications on instructor trust and class commitment in middle school sports clubs. As a result of analyzing the collected data, First, as a result of correlation analysis using the total number of items between sub-factors of latent variables, all correlation coefficients showed a positive (+) significant relationship. Second, as a result of the effect of verbal and nonverbal communications on instructor trust, it was found that the influence of spatial language, appearance language, body language, and linguistic factors were significantly explained in order. Third, as a result of the effect of verbal and nonverbal communications on class flow, it was found that class commitment was significantly explained in the order of appearance language, spatial language, and linguistic factors. Fourth, as a result of the influence of instructor's trust on class commitment, it was found that only the exercise capacity factor significantly explained class commitment. This study provides basic academic data to plan and create interactions with school sports club instructors and students.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.87-98
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• 2023

In this study, we investigated the change in science core competency perception of high school students and the reason for change when science inquiry classes were conducted using eight 'skills' of the 2015 revised science curriculum. Fifteen first-year high school students in Jeollanam-do participated in the science inquiry class of this study, and the class was conducted for 20 hours (5 hours a day for four days). The inquiry activities used in the class consisted of four activity stages (research problems, research methods, research results, and conclusions) and each stage was constructed to include at least one 'skill (Problem Recognition, Model Development and Use, Inquiry Design and Performance, Data Collection, Analysis and Interpretation, Mathematical Thinking and Computer Application, Conclusion and Evaluation, Evidence-based Discussion and Demonstration, and Communication)'. As a result of the study, students' perception of the five science core competencies increased statistically significantly at the significance level of 0.01 through inquiry classes and more than 93% of students recognized that their science core competencies improved through the classes. However, since the class of this study was conducted for a small number of students, it is difficult to generalize the effect of the class, and so it is necessary to conduct a quantitative study for many students.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.765-777
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• 2007

Investigations into how the status of prior learning on the textbook of science were conducted, and the effects of prior learning on students' attitudes towards science class were carried out. The investigations for the status of prior learning were performed with a number of students who experienced prior learning, (self-directed and unself-directed prior learning), a selfless intention as the starting motive for prior learning, the problem solving strategies used by students in prior learning, and the important factor that influenced prior learning. The effects of prior learning on student attitude towards science class were also examined with respect to four categories, including confidence, interest, learning intention, and value (effect). The effects of prior learning on the four categories were analyzed on the basis of the students' level of scientific achievement, the types of prior learning, the starting motive for prior learning, and the extent of the students' understanding of the content on prior learning. The analytical results for the effects of prior learning on students' attitudes towards science class showed that the mean values of confidence, learning intention, and value among the students in the self-directed prior learning group were higher than those of the students in the unself-directed prior learning group. These findings are the result of positive recognition, such as the possibility that the students experienced with self-directed prior learning can do, the induction of an inherent motive based on their level of achievement in science class, and the operant learning of strategies for solving problems in science class. Meanwhile, by the effects of having a teacher lead the science class and the consensus formed between friends, the mean level of interest was higher in the unself-directed prior learning than in the self-directed prior learning.

• Publications of The Korean Astronomical Society
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• v.23 no.2
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• pp.123-128
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• 2008

Productivity of the Giant Magellan Telescope is estimated based on the annual number of papers produced by the currently operating large telescopes such as the telescope at the ESO La Silla observatory, CFHT, AAT, the Magellan telescopes, ESO VLT, Japanese Subaru, the Gemini telescopes, and the Keck telescopes. We find that the amount of papers produced by a large telescope is roughly proportional to the diameter of its primary mirror. With this fact, we estimate the SCI-paper productivity of the Giant Magellan Telescope by extrapolating the productivity of the above-mentioned large telescopes. Moreover, according to the paper written in 2001 by Benn and Sanchez, the amount of highly-cited papers produced by a large telescope is roughly proportional to the light-gathering power of the telescope or the square of the diameter. Hence, we survey the productivity of Nature-class papers of the large telescopes and extrapolate the relationship to estimate the productivity of the Nature-class papers by using the Giant Magellan telescope of a filled aperture 21.4 meters in diameter. We expect that Korean astronomers will be able to produce annually 60 SCI-class papers and 20 Nature-class papers with high scientific impact by using the telescope-time corresponding to the 10% share of the Giant Magellan Telescope.

• Journal of Korea Society of Industrial Information Systems
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• v.20 no.3
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• pp.1-9
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• 2015

Internet ethics is one of liberal arts courses in a college. We also have taught this subject for a number of years. In order to effectively communicate to students the internet ethics course, we gave some demonstration practice lectures by taking advantage of internet ethics related videos. Since the latest video presentation and its discussion were performed, it was helpful for students to recognize the internet ethical issues and concerns. However, simply video watching is short in the view of students' learning outcome improvement, since each student just watches the content passively in a class. Thus, we assign small student group consisting of 3 people make a video on internet ethics topic. This team project based class methodology is effective to each student who actively participates in the class and understands the concept which they directly make a video. We confirmed that classroom students' understanding for internet ethics has been increased by a survey of the class attendees.

• Journal of the Korean Institute of Rural Architecture
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• v.2 no.1
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• pp.13-24
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• 2000

This study aims at revealing important utilization planning by surveying and analyzing unused classrooms in primary school's facilities. That is various and positive utilization planning of unused classrooms in order to cope with the changes of educational environment focused on high and multi-functionization, rather qualitative aspect than quantitative. By field-survey and interview, physical and environmental factors such as, the change procedure of students, unused facilities in schools and improvement affairs and purpose stressed by schools were surveyed. Additionally, the way of educational facilities to future society linked with residents was examined by surveying about the relationship between educational facilities and regional communities. The curriculums and "School facilities standard ordinance" have been revised in part by several times individually and couldn't meet with educational facilities, educational and social change positively. In rural area, to apply the standard of the capacity by a class with 40 students like city is not desirable. To make educational environment better qualitatively, the capacity should be reduced by 30 students and the unit square per a student enlarged by $2.4m^2$. By room unit module "school institution and managerial regulations under high school" should be applied distinctively to break down like 6, 7~12, 13~24 and over 25 classes. So re-institution of the capacity by a class and the standard unit of the number of class by scale is needed.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.87-95
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• 2002

The purposel of this study was to examine the effects which the direct and the indirect instructions at a Home Economics class have on improving the learning achievements and attitudes. To accomplish these goals. 90 students. the number of two classes of the first tirade at p high school at Anyang city of Kyonggi province were selected. They are composed of the experimental group and the comparative group. Each group contained 40 students. The former was implemented by indirect instructions and the latter direct instructions. The 'Family and Domestic Life' unit of the first tirade was selected as the study subject to take effects and 30 periods of class were enforced. For the experimental measure of this study. the researcher used a pre-learning test. a learning attitude test. and a learning achievement test as means of measure. The two groups were confirmed as the group having the same quality, So after the experimental measure, the results of the post tests(included a learning achievement test and a learning attitude test) were verified by T-test in order to research the problematic subject. and SPSS/win statistics package was used for the processing of the statistics. The results are following: 1. The direct and the indirect instructions represented the meaningful differences in the learning achievements (p <.05). They represented the meaningful differences in improving the learning achievements of knowledge and understanding(p <.05). It was verified that the (order is more effective than the latter in improving the learning achievements of knowledge and understanding, and They represented the meaningful differences in the improving learning achievements of application (p <.05) 2. They represented the meaningful differences in the learning attitudes at a domestic class(p <.05) The latter is more effective than the former in changing into the positive learning attitudes. In the light of these result7. the direct instructions are effective in improving the learning achievements of knowledge and understanding. and the indirect instructions are effective in improving the learning achievements of application. Also the indirect instructions are more effective than the direct instructions in changing into the positive learning attitude.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.41-50
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• 2018

The purpose of this study is to analyze the trends after surveying Korean researches on writing classes of science and engineering college students. In this study, we reviewed the trends of the researches and summarized the fields of the journals. The contents of researches were classified into the general discussion on the science and engineering writing class and the discussion on the contents of education and the teaching methods. The flow of discussion about writing class was developed in detail closely related with characteristics of science and engineering discipline, composition of writing class, educational goal and curriculum of engineering education certification system. A number of researches have proposed contents and methods of education developed through the analysis of textbooks, school and case studies. It is necessary to develop active research on various perspectives and topics such as students, teachers, evaluation, and systems in the future.