• Proceedings of the Korean Society of Marine Engineers Conference
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• 2006.06a
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• pp.273-274
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• 2006

The sea is origin of all lift, and 90% of the all living organisms are in the sea. The biosynthesis is very different. Many organisms are kept on a lower or developed to another evolutionary level than on shore. Our society is increasing demand and need for marine food and this food has to product at onshore or offshore fish farming sites. Ocean fish farms have a special operation properties such as a good quality water, net cage, sheltered locations and feeding system. The farming site is controlled and monitored for fish welfare as ammonia($NH_3$), temperature, the speed of a running fluid. Specially, the fish farm is seriously influenced by ammonia. In this paper, $NH_3$ monitoring system for ocean fish farm is researched for the suitable fish farming sites, and test equipment is designed for achieving practical data. The equipment wit monitoring algorithm is expected to the useful system for ocean fish farm.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.144-154
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• 2003

Recently, in the academic disciplines critical thinking has been emphasized as the new evolution in education. Problem-based learning is suggested as the evolutionary learning method in developing critical thinking. In the nursing education, PBL is offered as an appropriate teaching method to prepare nurse student for professional. PBL is a student-centered learning strategy aimed at developing critical thinking, motivating self-directed study and attaining autonomy. The purpose of this study was to develop the communication curriculum of nursing education based on PBL and implementing of it. PBL module was developed focused on five communication situations. And learning strategies to facilitate the learning process and the guided questions to stimulate student inquiry were also developed. This PBL education was conducted for six students in the master's course during the 14 weeks from March, 2000 to June, 2000. The outcomes of the PBL education were examined based on the content analysis of the students reflective journal. As a result, it was found that students experienced the effect of it focused on self-oriented, group-oriented, and practice-oriented domain. In the self-oriented domain, the findings indicate that there were 5 kinds of concepts including 'motivation for self-directed study', 'transition toward certainty in knowledge acquisition', 'attempt to apply their prior knowledge into new situation', 'enhancement of self-image in real situation', 'self-growth with self reflection'. In the group-oriented domain, there were 3 kinds of concepts including 'cognitive work in group', 'perception of co-responsibility in attaining learning objectives', 'socialization with group members'. In the practice-oriented domain, there were 3 kinds of concepts including 'linkage theoretical knowledge with real situation', 'attempt to apply in real situation', 'development problem solving skill in real situation'. In conclusion, PBL had a significant effect on self, group, and clinical domain. And assessing PBL outcomes is challenging because standardized instrument do not develop yet. So the findings of this study can suggest the basic data for examining the PBL outcome.

• Korean journal of applied entomology
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• v.61 no.1
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• pp.91-100
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• 2022

Ticks are the arthropod vector capable of transmitting diverse pathogens, which include bacteria, viruses, protozoan and fungi. Ticks are able to survive under stressful environmental conditions. One of evolutionary outcomes of these obligatory hematophagous arthropods is the survival for extended periods of time without a blood meal during off-host periods. Water conservation biology and heat tolerance have allowed ticks to thrive even under high temperatures and low relative humidity, thus they have become highly successful arthropods as they are distributed globally. Tick osmoregulatory physiology is a complex mechanism, which involves multiple osmoregulatory organs (salivary glands, Malpighian tubules, hindgut and synganglion) for the acquisition and excretion of water and ions. Blood feeding and water vapor uptake have been early reported as the primary passages for ixodid tick to acquire water. Recently, we have learned that ticks can actively drink environmental water allowing hydration. The acquired water can be traced to the salivary glands (type I acini) and the midgut diverticula. This opens new avenues for tick management through the delivery of toxic agents into their drinking water, in addition to an alternative strategy for the study of tick physiology. Here we address the osmoregulatory physiology in the ixodid ticks as a potential target physiological mechanism for tick control. We discuss the implications of water drinking behavior for tick control through the delivery of toxic agents and discuss the dermal excretion physiology as an additional pathway to induce tick dehydration and tick death.