• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.12 no.2
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• pp.215-220
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• 2009

Purpose: Recently, the favorable merits of breast feeding have received widespread attention and the number of breast feeding children is increasing. We investigated the weaning practices between breast feeding infants and non-breast feeding infants with respect to iron deficiency anemia (IDA). Methods: Between March 2006 and January 2009, we surveyed 70 parents, the children of whom had been medically diagnosed with IDA, and 140 parents, the children of whom did not have IDA, about how they feed their children and how much they know about the weaning process. The infants and children were 6∼36 months of age and attended the Inha University hospital. Results: IDA patients started weaning later than non-IDA patients. Also, breast feeding in IDA patients was more frequent than in non-IDA patients (82% vs. 30%). The breast feeding group began weaning at approximately 6.4 months of age, which was statistically meaningfully compared to non-breast feeding infants. There were no differences in knowledge between the two groups of parents. Conclusion: According to our research, we assume that if weaning begins at 6 months, we cannot supply sufficient iron to meet the infant's needs, which increase sharply around 6 months of age because of depletion of stored iron. Thus, infants need to initiate weaning from breast feeding at 4 months of age to furnish an ample amount of iron or take iron-containing supplements. These methods would be expected to prevent IDA in breast feeding infants.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.1-17
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• 2011

The aim of this research is to see if there are any relationships between reading disposition, career attitude maturity and self-leading learning trait among gifted and general elementary school students. The research results show that: in reading disposition, gifted students showed higher result compared to the general students at reading interest and reading experience, but were not different in reading environment. Also, gifted students showed higher results in career attitude maturity in determination, purposes, assurance, but were not different in readiness and independence. Additionally, gifted students showed higher results at self-directed learning in 8 sub-categories, which are openness to learning, self notion, taking-initiative ability, responsibility, learning zeal, future-oriented self-knowledge, creativity, and self assessment. In addition, the research indicates that career attitude maturity is correlated with reading interest, reading experience and reading environment. Also, self-leading learning is correlated with reading interest, reading experience and reading environment. On the basis of this research, the following are suggested. The research was conducted for elementary school students in 4th~6th grades. Hence, the research needs to be extended to middle school and high school students. And, in order to guide students' careers and improve students' self-leading learning ability, those results need to be applied to real educational situations. In addition, research need to be done to find out what kind of books have more effect on career attitude maturity and self-directed learning trait.

• Journal of Physiology & Pathology in Korean Medicine
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• v.29 no.6
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• pp.458-466
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• 2015

The purpose of this study was to review the research on treating depression in Traditional Chinese Medicine(TCM) over the last 5 years to set the foundation for further studies. We searched for and analyzed articles about depression in CNKI(China National Knowledge Infrastructure) from January 2010 to December 2014. The results were as follows : The most frequently used diagnostic criteria was CCMD-3(The Chinese Classification of Mental Disorders-3), and the most used evaluation criteria was HAMD(Hamilton Depression Rating Scale). Prescription of decoction of medical herbs was most frequently used as a therapeutic method. Acupuncture, traditional Chinese psychotherapy, and music therapy were also used for some studies. The most frequent TCM Syndrome Differentiation Type was stagnation of liver-QI. For decoction of Chinese herbs, Soyo-san(Xiaoyao-san) and Sihosogan-san(Chaihushugan-san) were most often prescribed, and Bupleuri Radix, Paeoniae Radix Alba, Curcumae Radix, Poria cocos wolf, Angelicae Gigantis Radix, Atractylodis Rhizoma Alba were mainly used for medical herbs. BaekHoi(GV20) and Yindang(Ex-HN3) were often used as acupuncture sites. Post-Stroke Depression was the most common case of intercurrent or secondary depression. According to the Jadad Quality Assessment Scale, the quality of the reports was not high as most of the reports had a score of 3 or below. Most systematic reviews on depression were conducted by Chinese researchers. The problem with Clinical research on depression, according to those reviews, was that there were no standardized criteria for the diagnosis and treatment and the trials were usually not randomized nor controlled. We found out there are various clinical methods for treating depression in TCM, and hope that this research could provide the preliminary data for designing and conducting clinical trials for depression.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.175-200
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• 2008

The study aims to assess needs of administrative and financial support for effective performance of teacher professionalism of gifted. For this end, practicing teachers of gifted education were nationwide selected for survey questionnaires. The first survey of five-scale Likert item was conducted in July 2005 with 236 teachers and the second survey of open-ended item was done in November 2005 with 123 teachers. All the respondents provided their perceptions to current status of administrative and financial support for gifted education and needs for their effective performance of professionalism. Suggestions for improving conditions of administration and finance in terms of effective performance of teacher professionalism in gifted education were as follows: First, teachers should be assigned as full-time for gifted education. Otherwise, their teaching hours and other related jobs should be, reduced Second, the financial support for gifted education should be increased, in particular, more in provincial areas than metropolitan cities. Third, appropriate grouping and counseling according to diverse differences of students should be done. Fourth, understanding of principals and teachers in general education as well as parents and general public toward gifted education should be improved through inservice education program and other education programs. Further, teachers of gifted education should be provided with more frequent opportunities for participating inservice programs in quality, share knowledge and experiences among teachers through network systems, and be given appropriate incentives for better performance of professionalism.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.680-692
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• 2000

An assessment instrument dealing with secondary students' views on the nature of science was developed in this study. The features in aspects of the nature of science are generally accepted as characterizing the scientific enterprise and we have focused on are: 1) the purposes of the scientific enterprise, 2) the nature of scientific enquiry, 3) the nature and status of scientific knowledge, and 4) the nature and functioning of the scientific community. The questionnaire is made of three sections; that is, "Scientific Question", "Experiment", and "Belief". The Scientific Questions probe was designed to examine the ways in which learners mark out science as a particular domain, and particularly the types of questions that they think are open to scientific investigation. The Experiment probe was designed to throw light on the ways in which learners may think about theories and their relationship to evidence in a range of contexts. A related aim concerns the sorts of activities that learners consider to be experiments, and their reasons for this. The Belief probe was designed to see whether students are able to articulate the grounds for their acceptance of a proposition and, if they are, to explore the nature of these grounds. The reliability of the instrument developed in this study was found to be 0.86.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.271-284
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• 2020

The purpose of this study is to identify the educational needs among social workers in social welfare facilities in Jeju province concerning lack of knowledge, skill and attitude, and establish the systematic education for prosecuting diverse training and suggest fundamental data for designing future curriculum. The results of analyzing top 10 educational needs for the workers are as follows: firstly technics for managing crises, understanding and practice for clients (characteristics, human right, safety and health), case management (basic), counseling technique (basic), case management (advanced), counseling technique (advanced), planning and operating social welfare program, managing client response and emotional labor, improving competence for communication (between staffs and clients, etc.), and finally assessing project outcome (project plan, execution, management and assessment, etc.). Social workers in social welfare facilities in the area have highly recognized the necessity of profession centred education. However, they had low satisfaction with the diversity of profession education in the Jeju island and the systematic training courses. This survey suggests the various results concerning qualitative growth of profession education, expansion of job-centred curriculum and security of professional instructors to fulfil systematic education training for social workers.

• Journal of Korean Society of Forest Science
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• v.108 no.4
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• pp.484-492
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• 2019

The aim of the present study was to compare the cold tolerance of seven different types of trees growing in southern Korea to select evergreen broad-leaved trees that can be used as street trees in large land areas experiencing climate change. The trees compared were the thorn tree, Cinnamomum camphora, Camellia japonica, Machilus thunbergii, Dendropanax morbifera, Daphniphyllum macropodum Miq., Quercus glauca Thunb., and Raphiolepis indica. When the trees were subjected to low temperature treatment, their electrolyte elution volume values appeared to increase with the decreases in the treatment temperature. The analysis of the cold tolerance of each type of tree was based on the estimated temperatures in the following order: C. japonica (-11.586℃) > R. indica (-9.348℃) > Q. glauca (-8.719℃) > M. thunbergii (-8.090℃) > D. macropodum (-7.409℃) > D. morbifera (-7.085℃) > C. camphora (-6.995℃). The relative cold tolerance difference found in the seven tree species was more than 5℃, as evaluated previously. In the Lauraceae family, the difference in cold tolerance was more than 2℃, even in the same species. The analysis showed that trees with excellent cold tolerance included Q. glauca Thunb., C. japonica, R. indica, and the thorn tree. This knowledge is required for the evaluation of the possibility of the survival of trees under cold temperature conditions in cities.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1170-1185
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• 2013

In this case study, we investigated the characteristics of secondary beginning science-gifted education teachers' reflection on their science teaching with coteaching through mentoring. We selected two beginning teachers with less than one year teaching careers in secondary science-gifted education. The teachers planned, performed, and reflected together on their science teaching for science-gifted students during twelve class hours over four times. Since the second class, pre-, during-, and post-mentorings were conducted. We observed their science classes with coteaching through mentoring, and analyzed their reflective journals in the views of productive reflection. The analyses of the results revealed that 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection regardless of class time. 'Curriculum for science-gifted education' were also frequently included although fewer than the two aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were hardly included. Two to four aspects of the five were variously integrated in their reflection. The integrations among three to four aspects were especially more frequently included than those between two aspects. The integrations of 'instructional strategies and instruction for science-gifted education' or 'science-gifted students' with the other aspects were also found to be the most frequent. These results suggest that coteaching through mentoring can promote beginning science-gifted education teachers' productive reflection on their science teaching.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.717-727
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• 2016

Using TIMSS survey data, we analyzed whether there were any significant changes in the learning environment of middle school science classes over the last 10 years. Our study selected questions from teachers and school principals' questionnaires and divided them by category: science class, teacher professional development, and school environment. The science class components were subdivided into three categories: science learning activities, evaluation, and homework. Within teacher professional development, the sub-categories included teacher training, collaboration to improve teaching, and teacher evaluation. School environment subdivided into two aspects, these being school characteristics and school system. Our research confirmed that there has been a positive change overall in learning environments. However, most classes are teacher-conducted and also teacher-oriented; the proportion of science investigation activities has declined compared against the prior ten years. Our study show that students do not engage in a range of inquiry-related activities. The questions on tests and examinations involve mostly knowledge application and understanding, although recent methods of evaluation show improvement. As for the science teachers, they participate in many professional development programs but focus on science content, science curriculum, and pedagogy. In addition, teachers do not have many opportunities to participate in the training to integrate information technology into science, science assessment, or improving students' critical thinking or inquiry skills. The teachers are satisfied with their profession, and the shortage of science resources does not seem to affect instruction.