• Journal of the Korean earth science society
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• 제43권1호
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• pp.151-164
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• 2022

According to the records of historical and instrumental earthquakes, the southeastern part of the Korean Peninsula is considered the highest seismic activity area. Owing to recent reports of numerous Quaternary faults along the Yangsan and Ulsan fault zones, paleoseismological studies are being actively conducted in these areas. The study area is located in the central part of the Ulsan fault zone, where the largest number of active faults have been reported. Based on lineament and geomorphic analysis using LiDAR images and aerial photographs, fault-related landforms showing topographic relief were observed and a trench survey was conducted. The trench length 20 m, width 5 m, depth 5 m is located approximately 300 m away to the northeast from the previously reported Malbang fault. From the trench section, we interpreted the geometric and kinematic characteristics of the fault based on the deformed features of the Quaternary sedimentary layers. The attitude of the reverse fault, N26°W/33°NE, is similar to those of the reported faults distributed along the Ulsan fault zone. Although a single apparent displacement of approximately 40 cm has been observed, the true displacement could not be calculated due to the absence of the slickenline on the fault plane. Based on the geochronological results of the cryogenic structure proposed in a previous study, the most recent faulting event has been estimated as being earlier than the late Wurm glaciation. We interpreted the thrust fault system of the study area as an imbrication structure based on the previous studies and the fault geometry obtained in this additional trench. Although several previous investigations including many trench surveys have been conducted, they found limited success in obtaining the information on fault parameters, which could be due to complex characteristics of the reverse fault system. Additional paleoseismic studies will contribute to solving the mentioned problems and the comprehensive fault evolution.

• Economic and Environmental Geology
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• 제56권2호
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• pp.167-183
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• 2023

Gases originated from the final SNF (spent nuclear fuel) disposal site are very mobile in the barrier and they may also affect the migration of radioactive nuclides generated from the SNF. Mechanisms of gas-nuclide migration in the multi-barrier and their influences on the safety of the disposal site should be understood before the construction of the final SNF disposal site. However, researches related to gas-nuclide coupled movement in the multi-barrier medium have been very little both at home and abroad. In this study, properties of gas generation and migration in the SNF disposal environment were reviewed through previous researches and their main mechanisms were summarized on the hydrogeological evolution stage of the SNF disposal site. Gas generation in the SNF disposal site was categorized into five origins such as the continuous nuclear fission of the SNS, the Cu-canister corrosion, the oxidation-reduction reaction, the microbial activity, and the inflow from the natural barriers. Migration scenarios of gas in porous medium of the multi-barrier in the SNF repository site were investigated through reviews for previous studies and several gas migration types including ① the free gas phase flow including visco-capillary two-phase flow, ② the advection and diffusion of dissolved gas in pore water, ③ dilatant two-phase flow, and ④ tensile fracture flow, were presented. Reviewed results in this study can support information to design the further research for the gas-nuclide migration in the repository site and to evaluate the safety of the Korean SNF disposal site in view points of gas migration in the multi-barrier.

• Journal of the Korean Society of Earth Science Education
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• 제16권2호
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• pp.210-223
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• 2023

This study developed elementary and middle school career education programs linked to science subjects and local natural resources, and explored learning effects and implications for developing and operating career programs. In order to achieve the research purpose, a 10-hour career education program using local natural and social resources was developed and applied to 25 elementary and middle school students in rural areas. As a result of the study, most of the elementary and middle school students who participated in this study were not well aware of the natural and social resource value of the area where they lived. Therefore, when developing and operating a regional-based career education program for elementary and middle school students in rural areas, it is necessary to operate a separate teaching/learning activity time so that students can fully know the natural and social information and resource values of the region. In addition, in order to enhance students' participation and interest in career education programs, it is necessary to organize the operation of the program in groups, not individuals, and to guide students in detail by dividing the program's performance process into several sub-steps. Finally, the core material of regional-linked career education-related programs focused more on their own content, that is, agricultural products grown by parents, and future job settings were higher in start-ups that directly operate companies such as travel agencies and manufacturing companies. Given the recent emphasis on career education in the curriculum, it is suggested that local students should pay more attention to finding materials with local resource value in the field of geoscience, which is closely related to natural resources, and developing and operating them as career education programs linked to local resources.

• Journal of Service Research and Studies
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• 제13권2호
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• pp.114-129
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• 2023

In the era of the 4th industrial revolution, the importance of the 4th industrial revolution technology is increasing in the service industry. The purpose of this study is to identify the development and utilization status of the 4th industrial revolution technology in the service industry and to derive the characteristics and implications of the 4th industrial revolution technology innovation in the service industry. In this study, research and analysis were conducted based on the business activity survey data in order to identify the technological innovation characteristics of the 4th industrial revolution in the service industry. The 4th industrial revolution technology in the service industry was analyzed in terms of company ratio, technology development and utilization rate, development/utilization technology, technology application field, and technology development method. In addition, the trend of the 4th industrial revolution technology change in the service industry was also analyzed. The 4th industrial revolution technology utilization and development status of other industries was compared and analyzed. In particular, the service industry 4th industrial revolution technology innovation type was divided into 4 types from the perspective of the 4th industrial revolution company ratio and the 4th industrial revolution company ratio growth rate, and types for each service industry were derived. The characteristics and implications of the 4th industrial revolution technology innovation in the service industry were presented from nine perspectives. As a result of the study, it was found that companies in the service industry were developing or using 4th industrial revolution technologies more actively than companies in other industries, and it was analyzed that the gap was further widening. By service industry, information and communication, finance and insurance, and educational service showed relatively high rates of developing or utilizing 4th industrial revolution technologies. The service industries in which the share of 4th industrial revolution companies increased the most were real estate, education service, health and social welfare service. In particular, cloud, big data, and artificial intelligence were analyzed as the three core technologies of the fourth industrial revolution. The service industry can be classified into 4 types in terms of the 4th industrial revolution company ratio and growth rate, and service industry innovation measures that reflect the differentiated innovation characteristics of each type are needed.

• Journal of agriculture & life science
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• 제50권4호
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• pp.169-177
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• 2016

This study was carried out to compare microbiological and hygienic quality characteristics of the products reached expiration date among meat products distributing in markets. A total of 20 meat products(6 hams, 3 bacons and 11 sausages) were examined for analyses of pH, Aw, TBARS, VBN, total aerobic microbial counts, and meat colors. The pH values of samples were between 5.33 and 6.59. The water activity (Aw) of samples ranged 0.90-0.93. TBARS and VBN values of samples were 0.11-0.59 and 2.37~14.75, respectively. The contaminated levels of total aerobic bacteria were less than 2.80 CFU/g. In meat color, L*, a*, and b* values of samples were in the range of 56-72, 5.2-34 and 0.7-16, respectively. It is suggested that the quality difference of meat products is attributed to the different additives and manufacturing processes. Therefore, we suggest that the results of this study are not only applied for evaluation of the microbiological and hygienic safety but also served as fundamental information for re-establishing the shelf-life of meat products.

• Journal of The Korean Association For Science Education
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• 제29권8호
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• pp.990-1010
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• 2009

To derive brain-based evolutionary educational principles, this study examined the studies on the structural and functional characteristics of human brain, the biological evolution occurring between- and within-organism, and the evolutionary attributes embedded in science itself and individual scientist's scientific activities. On the basis of the core characteristics of human brain and the framework of universal Darwinism or universal selectionism consisted of generation-test-retention (g-t-r) processes, a Model of Brain-based Evolutionary Scientific Teaching for Learning (BEST-L) was developed. The model consists of three components, three steps, and assessment part. The three components are the affective (A), behavioral (B), and cognitive (C) components. Each component consists of three steps of Diversifying $\rightarrow$ Emulating (Executing, Estimating, Evaluating) $\rightarrow$ Furthering (ABC-DEF). The model is 'brain-based' in the aspect of consecutive incorporation of the affective component which is based on limbic system of human brain associated with emotions, the behavioral component which is associated with the occipital lobes performing visual processing, temporal lobes performing functions of language generation and understanding, and parietal lobes, which receive and process sensory information and execute motor activities of the body, and the cognitive component which is based on the prefrontal lobes involved in thinking, planning, judging, and problem solving. On the other hand, the model is 'evolutionary' in the aspect of proceeding according to the processes of the diversifying step to generate variants in each component, the emulating step to test and select useful or valuable things among the variants, and the furthering step to extend or apply the selected things. For three components of ABC, to reflect the importance of emotional factors as a starting point in scientific activity as well as the dominant role of limbic system relative to cortex of brain, the model emphasizes the DARWIN (Driving Affective Realm for Whole Intellectual Network) approach.

• Korean Journal of Heritage: History & Science
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• 제57권1호
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• pp.162-178
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• 2024

Swans are representative migratory birds that spend winter in East Asia, and have long been considered rare birds. In particular, they were regarded as king of Japan. The process of designating a natural monument in Hapcheon Swan Sanctuary is an interesting story. In this study, the designation and release process of Hapcheon Swan Sancturay ((Bakgok-ji, Yongju-myeon 龍州面 朴谷池), (Jeongyang-ji, Daeyang-myeon 大陽面 正陽池), Gaho, Cheongdeok-myeon 淸德面 嘉湖)) Natural Monument, was examined. These places were designated as a natural monument on August 27, 1934, during the Japanese colonial period, and was lifted on August 14, 1973, after the Cultural Protection Act was enacted after liberation. From the beginning of the new year in 1929, the Japanese Government-General of Korea (朝鮮總督府) decided to capture swans alive to give to the king of Japan. An official of the Japanese Government-General of Korea (統監) decided to offer swans to the king during his New Year's greeting visit. The department in charge of capturing swans was the Gyeongsangnam-do Provincial Police Department, and the execution was the police station of each county (郡). The reason is believed to be that it is easy to forcibly mobilize, control, or urge people, and the capture activity had to be completed as soon as possible. A total of three swans were captured in Hapcheon-gun from January 12 to 14, 1929. At that time, various newspapers published related information. Based on these facts and experiences, it is estimated that the Hapcheon area was selected when designating a natural monument in 1934. Hapcheon Swan Sancturay, Natural Monument lost its function due to excessive human interference of various developments, illegal capture, and use of poison to catch swans. Their number has also significantly decreased. It was thus removed from the natural monument in 1973. One of the three swan sanctuaries (Gaho 嘉湖) has been completely reclaimed, one (Bakgok-ji 朴谷池) has almost no migratory birds due to the conversion of wetlands, and one (Jeongyang-ji 正陽池) has swans flying back. In the case of Jeongyangji (正陽池), It is an encouraging sign that many swans fly as the surrounding environment and growing conditions change. This phenomenon is interpreted to mean that nature and climate are recovering and healing.

• Journal of Nutrition and Health
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• 제57권4호
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• pp.451-467
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• 2024

Purpose: This study aimed to develop a four-hour food additive education program for elementary school students to provide them with accurate information on food additives. Methods: A survey was conducted among 133 elementary school students living in Gyeonggi Province to identify the level of food additive awareness. A four-hour food additive education program and educational materials (PPT, activity sheets, and teacher guidelines) were developed based on the results of the food additive awareness survey. The developed educational programs were based on the Theoretical Model of Stages of Behavior Change. An elementary school nutrition teacher conducted a pilot education for 83 elementary school students to evaluate the feasibility of the developed education program. A survey was conducted to evaluate the effectiveness and satisfaction of the pilot education program. Results: The results of the Food Additive Awareness Survey showed that only 42.1% of people were aware of food additives; 46.3% wanted to know more about food additives, and 54.3% required food additive education. Food coloring (44.7%) and artificial sweeteners (18.7%) were the most common food additives of interest. What they wanted to know about food additives was the safety of food additives (36.8%) and the role and function of food additives (20.3%). After the pilot training on food additives, the level of awareness of food additives was improved significantly, and the percentage of participants who recognized the need for food additive education and promotion increased. According to the satisfaction survey of the food additives education, the interest, understanding, real-life application, learning method, and content amount were approximately 90%. Conclusion: The educational program developed through this study will change the negative perceptions of food additives in elementary school students to a positive one. It will do so by helping nutrition educators educate students on this important subject.

• The korean journal of orthodontics
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• 제31권2호통권85호
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• pp.225-236
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• 2001

It is widely accepted that the shape and structure of bone are closely related to the activity of attached muscle. Numerous clinical and animal experimental studies indicated the significant effects of masticatory muscle function on maxillofacial morphology. Recently, the development of ultrasonography has spread throughout different fields of medicine. In the clinical examinations, ultrasonography is a convenient, inexpensive technique to apply with accurate and reliable results. The aim of this study is to assess the thickness of the masseter muscle and its correlation to maxillofacial skeleton by examining 35 male and 15 female dental students at Kangnung National University. The masseter muscle thickness of the subjects were measured by ultrasonographic scanning with a 7.5MHz linear probe, and their maxillofacial morphology were investigated by lateral cephalometric radiographs. The relationship between the masseter muscle thickness and maxillofacial morphology of normal adult was statistically analyzed, and the following results were obtained. 1. The average thickness of male masseter muscle was 13.8${\pm}$1.71mm in the relaxed state and 14.8${\pm}$1.77mm at maximal clenching state, while that of female was 11.6${\pm}$1.58mm and 12.4${\pm}$1.47mm, respectively. Ethnic difference in thickness of the masseter muscle and maxillofacial skeleton was found when the results of many researchers were compared with those of this study. 2. The thickness of the masseter muscle in both sexes increased significantly at maximal clenching state than in relaxed state(P<0.05). 3. The masseter muscle thickness of male was greater than that of female both in the relaxed state and maximal clenching states(P<0.05). 4. In males, the thickness of the masseter muscle was negatively correlated with the mandibular plane angle and positively correlated with the mandibular ramus height and anterior cranial base length(P<0.05). It may suggest that the male with thicker masseter muscle has smaller facial divergence. 5. No significant correlation was found between the masseter muscle thickness and maxillofacial morphology in females(P<0.05). Therefore, these data suggest that ultrasonography can add valuable information to the conventional examinations of masseter muscle function.

• Journal of Korean Academy of Nursing
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• 제2권1호
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• pp.3-33
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• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.