• Korean Journal of Poultry Science
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• v.34 no.3
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• pp.231-236
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• 2007

A feeding trial was conducted to study the effects of dietary supplement of fermented clay mineral (FCM) on the growth performance and immune stimulation in broiler chickens. A total of 36,800 broilers, (of) Ross strain-208, were randomly allotted into 2 experimental (diet) groups. Control group was fed the basal diet (corn-soybean meal based), and treatment group was fed the natural clay mineral that was fermented with aboriginal microorganisms at $37^{\circ}C$ for 72 h. Feed and water were provided ad libitum throughout the experiment for 5 weeks of experimental feeding period. Daily weight gain of treatment group fed 0.3% fermented clay mineral was significantly increased in comparison with control group. Feed intake of treatment group was significantly increased 21.4% (p<0.05), and feed efficiency was also increased 2.7% compared to control group. Especially, growth rate and production index of treatment group were significantly higher as much as 4.4% and 4.8%, respectively, than those of control group (p<0.05). By the feeding of dietary 0.3 % FCM, the antibody productions against Newcastle Disease and Infectious Bursal Disease antigens were shown to increase 13.8 % and 15.7 %, respectively, more than control group chickens. From these results, it appears that the supply of fermented clay mineral at 0.3 % level in the broiler chicken diet could enhance the growth performance and immune stimulation of broiler chickens.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.99-108
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• 2010

This study lays its purpose on examining the effects of lessons with the application of drawing tasks on changes in conception among gifted science students. The lesson with the application of drawing tasks means the lesson where students express key concepts regarding lesson subjects in drawings which are then applied to the lessons to develop conception among the learners. This study analyzed the effectiveness of lessons by comparing conception scores before and after experiments between an experiment group with the application of drawing tasks and a control group with normal lessons for the gifted in general for 8 months from March to October, 2008. In addition, the researcher examined how the effectiveness of the developed lessons show differently according to levels of meta-cognition, creative problem-solving abilities, and scientific inquiry skills among the gifted students. The results from this study are as the following. First, lessons with the application of drawing tasks were effective in changing conception among the gifted science students. It is possibly because in the process where one student compare his/her own drawings with the others' ones and discuss them, changes in conception occurred effectively among the learners. Second, it was revealed that lessons utilizing drawing tasks have equal effects on changes in conception among both student groups irrespective of their levels of meta-cognition. Accordingly the lesson for changing perceptions utilizing drawing tasks developed in this study is a program which can be applied to all gifted science students in order to change conception among them. Third, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of creative problem solving abilities. Fourth, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of scientific inquiry skills. Putting these results together, it is thought that if lessons utilizing drawing tasks are applied to gifted science students, not only their concepts would be changed effectively but also their attitudes toward science would be changed positively.

• Korean Journal of Poultry Science
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• v.34 no.2
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• pp.111-117
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• 2007

This experiment was conducted to research the effects of Yellow Clay(YC) on the sensory evaluation of cooked meat in broiler chicks. A total of 216 one day old broiler chicks were divided into 6 groups at random. The six groups are consisted of one control group, to which no YC was added, and 5 groups to which an amount of YC was differently added. Diets contained 0.5, 1.0, 2.0, 4.0 and 8.0% of YC and fed to the 5 group broilers for 6 weeks. The lightness of meat in the broilers treated with YC was significantly higher than that of the control group in after-cooking(P<0.05). Besides, the lightness of meat was higher after-cooking than before-cooking. The properties of hardness, gumminess and chewiness were significantly lowered in the groups treated with Yellow Clay, as the amount of Yellow Clay increased at before-cooking and after-cooking(P<0.05). The turbidity of stock was higher in the groups treated with Yellow Clay as the percentage level of Yellow Clay increased, compared with the control group(P<0.05). The acceptability of color, flavor, and texture of meat and stock was higher in the groups treated with Yellow Clay, when compared with that of the control group(P<0.05). In total, the group treated with the 4 percentage of Yellow Clay was the highest in the overall preference(P<0.05).

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• Horticultural Science & Technology
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• v.18 no.3
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• pp.327-333
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• 2000

This experiment was conducted to determine the effect of priming duration and temperature on germinability of vegetable seeds. Priming chemicals were -0.50 MPa PEG 8000 for carrot, 50 mM $K_3PO_4$ for lettuce, 200 mM $KH_2PO_4$ for onion, and 100 mM $Ca(NO_3)_2$ for Welsh onion seeds. Priming temperature varied from $10^{\circ}C$ to $25^{\circ}C$, and priming duration varied from 12 hours to 5 days depending on crops. Percent germination of carrot seeds was significantly affected by the seed treatment and priming temperature. Priming at $20^{\circ}C$ for 3 days was most effective in reducing number of days to attain 50% of the final germination percentage (T50) and mean number of days to germination (MDG). Radicle protrusion in the priming solution was as high as 14% when primed at $20^{\circ}C$ for 4 days. Percent germination of lettuce seeds was affected significantly by the seed treatment and priming duration. Priming lettuce seeds at $20^{\circ}C$ for 2 days increased percent germination and shortened T50 and MDG without radicle protrusion. Percent germination of onion seeds was affected significantly by the seed treatment, priming duration, and temperature. Priming at either $10^{\circ}C$ or $15^{\circ}C$ for 3, 4, or 5 days did not affect percent germination of onion seeds, but was effective in reducing T50 and MDG. Decline in percent germination of onion seeds was precipitous as the length of priming duration increased from 3 to 5 days. Percent germination of welsh onion seeds was not affected by the priming duration and temperature. Priming at $15^{\circ}C$ for 4 days was most effective in reducing T50 and MDG, increased in duration of priming at $15^{\circ}C$ or $20^{\circ}C$ increased radicle protrusion.

• Journal of The Korean Society of Grassland and Forage Science
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• v.28 no.2
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• pp.99-106
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• 2008

This experiment was carried out to show a reform measures by grouping for problems by the survey of TMR plants. Twenty total mixed ration (TMR) plants (10 cooperation and 10 private plants) were surveyed, of which 13 plants, 65% of total TMR plants, committed TMR formulae to a outside nutrition specialist (TMR formulator). With respect to consulting fee for TMR formulae, $500{\sim}900$ thousands Won was paid monthly. On the basis of dry matter 1kg, the prices of TMR products were $325.6{\sim}347.0$Won, whereas those of wet TMR products $365.7{\sim}375.0$Won, which was appeared to be factors to increase management cost. And also, because the TMR plants did not provide TDN (total digestible nutrient) value on their products, nutritional balance feeding for cows could not be managed in farms. It was calculated, based on ADF (acid detergent fiber) value, that TDN value in dry type TMR was 63.0% and 73.2% fur private and cooperation TMR plants, respectively and that the corresponding figure in wet type TMR was 64.9% and 67.2%. According to TMR plant employee's opinion, a prier items to enlarge TMR utilization were TMR education, TMR advertisement, and improvement of ability to make TMR formula. Therefore, for the purpose of further development of TMR, special education of persons related to TMR should be supported.

• Journal of Life Science
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• v.20 no.1
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• pp.124-132
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• 2010

Among students of 'K' boarding high school, located in 'B' city, 32 students whose % body fat was 30% or above were divided into three groups - two exercise groups and one control group. They performed Combined Training - a mix of weight training (WT) and step box training (SBT) - for 65 min a day, 3 days a week, for 8 weeks in total. Group A performed WT 70-80%$RM{\times}3$ sets+SBT (RPE 11-13)${\times}1$ set, and group B performed WT 70-80%$RM{\times}1$ set+SBT (RPE 11-13)${\times}3$ sets to yield data on changes of body composition (Soft Lean Mass, SLM), %fat, WHR), HbA1c, and HOMA-IR. Paired t-test was used to process data within each group. Pre- and post experiment differences rates (%diff) were used to perform one-way ANOVA (Duncan test) for group comparisons. The conclusions derived are as follows. Regarding body composition, exercise groups showed an increase in SLM, but there was no such change in the control group. WHR decreased in group A, but increased in the control group. The % body fat decreased in both exercise groups, but increased in the control group. As for the group comparisons, SLM in group A showed a greater increase than in group B and the control group. WHR in groups A and B showed a greater decrease than the control group. The % body fat in groups A and B showed a greater decrease than the control group. The exercise groups showed a significant decrease in HOMA-IR, but the control group showed a significant increase in HOMA-IR. As for the group comparisons, groups A and B showed a greater decrease in HOMA-IR than the control group. The exercise groups showed a significant decrease in HbA1c, however, the control group showed no change in HbA1c. As for the group comparisons, group A showed a greater decrease in HbA1c than the control group. These results confirm that combined training is more effective in improving body composition and metabolic factors when it includes a high proportion of resistance training, rather than aerobic exercise. The results of the study suggest that it is advisable to set a high proportion of WT when deciding the intensity of combined training.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.49-61
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• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.864-875
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• 2011

The purpose of this study was to investigate high school students' understanding of acid-base related concepts using three different titration technologies. The test population was composed of 209 students from three classes in the 10th grade. The different titration experiments using indicator, or pH-meter or MBL were performed in each class unit, respectively. The analyses of the effect on the understanding of different titration technologies were carried out by comparing the mean scores of the concept test taken before and after the titration for the three groups. The results of the acid-base related concept test indicated that statistically significant effects on the understanding of the concepts were shown by all groups. Comparing the effect on the comprehension of the three groups, the MBL group showed the most significant effect, while the pH-meter group showed the least significant. It was also attempted to analyze the effect on comprehension of the concepts by the cognitive and the motivational levels of students. This study revealed that the students in the formal operation stage showed higher understanding of the acidbase related concepts, while those in the concrete operation stage showed lower comprehension. It was also shown that the students at the active motivational level scored higher in comprehension than those who had a low score. The results of this study implied that each group showed differently enhanced comprehension of concepts by titration technologies. Therefore, teachers need to promote an appropriate experiment technology for the cognitive and motivational levels of students as well as try to help students express freely their own perspectives.

• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.164-178
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• 2015

The purpose of this study was to design a teaching and learning method conductive to the development of creative thinking skills and investigate its effects. It has been developed integrated mind map with feature of visualizing the divergent thinking to the aspects of Science (S), Technology (T) & Engineering (E), Arts (A), Mathematics (M). Integrated mind map can be divided into four types of STEAM type, STEA type, STEM type, STE type depending on the category of key words in the first branch. And Integrated mind map can be divided into three levels of guided, intermediate, open depending on the teacher's guide degree. And also integrated mind map activities were carried out in the form of group, class share as well as individual. This study was implemented during a semester and students in experiment group experienced individual-integrated mind map activity 10 times, group-integrated mind map activity 10 times, class share-integrated mind map activity 3 times. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills (p<.05). And there was a statistically meaningful improvement in fluency, flexibility, originality as a sub-category of creative thinking skills(p <.05). Also creative thinking skills are not affected by the level of cognitive, academic performance, gender (p<.05). In conclusion, it was found that 'integrated mind map activity' improved student's creative thinking skills. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achivement, gender of those students.