• Journal of the Korean earth science society
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• v.28 no.3
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• pp.289-297
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• 2007

The purpose of this study was to analyze the temperament of the science gifted and to identify a relationship between temperament and test-anxiety of the students. The participants were composed of 92 middle school the science gifted who had been educated for the gifted in science educational institution of university and 97 general students in their first-year of middle school. A revised dimensions of temperament survey (DOTS-R) was used for data collection. This study revealed that the science gifted displayed higher concentricity, persistence, and approach-temperament than those of general students. On the other hand, general students were higher than the science gifted at activity, flexibility and positive mood. In the analysis of superior temperament, the science gifted were superior to general students in persistence, while general students were superior to the science gifted in flexibility. The Results of correlation with temperament and test-anxiety was as following. There was close correlation between approach-temperament and test-anxiety of the science gifted. Persistence was the same. While general students were not close correlation between concentricity and test-anxiety. Also science gifted and general students was close correlation between activity and test-anxiety. This mean that activity brings about a disturbing factor of test-anxiety. According to the results of superior temperament frequency analysis, persistence is superior temperament of the science gifted. While flexibility was superior temperament of general students. This study expects to making the use of providing appropriate teaching and learning strategies for the science gifted.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.177-189
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• 2020

In this study, we implemented an education program to improve the responsive teaching ability of pre-service science teachers, and analyzed the responsive teaching practices revealed during the program process. Through this, we derived the types and characteristics of responsive teaching practice, identified factors that made it difficult for pre-service teachers to practice, and obtained empirical data on under what conditions the responsive teaching capacity of pre-service teachers was developed. For this purpose, a practice-based teacher education program was designed and carried out for 14 pre-service teachers who had no experience in responsive teaching. The program consists of four steps; observation of class, practice through rehearsal, application in practicum, and post-reflection on educational practice. In particular, qualitative analysis was conducted on the types of responsive teaching and their detrimental factors revealed during application in practicum. As a result of the analysis, four types were derived; discriminator type, communicator type, guide type, and facilitator type. Each type was identified as having a common responsive teaching step element. The education program implemented in this study was effective for pre-service teachers to recognize the importance of student-participation class and the educational effect of responsive teaching. However, three barriers that prevented pre-service teachers from responsive teaching practice were also analyzed. First was the pressure to achieve specific learning goals within a given class time. Second was the rigid belief of the fixed curriculum. Third was the obsession that the teacher should lead the class. Based on these results, it was suggested that in order to improve the responsive teaching ability of pre-service teachers, it is necessary to support the recognition of breaking out of the thinking the time constraint, the flexibility of the curriculum, and the role of teacher as a class supporter.

• Journal of Science Education
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• v.36 no.2
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• pp.235-250
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• 2012

This paper aims to find out whether or not elementary school students recognize and understand scientific units that they encounter in their everyday life. To select appropriate units for the survey, first, scientific units in elementary textbooks of science and other science related subjects were analyzed. Then it was examined how these units were related to the learners' daily life. The participants in the current survey were 320 elementary school 6th graders. A questionnaire consisted of 11 units of science, such as kg for mass, km for distance, L for volume, V for voltage, s for time, $^{\circ}C$ for temperature, km/h for speed, kcal for heat, % for percentage, W for electric power, pH for acidity, which can often be seen and used in daily life. The students were asked to do the following four tasks, (1) to see presented pictures and select appropriate scientific units, (2) to write reasons for choosing the units, (3) to answer what the units are used for, and (4) to check where to find the units. The data were analyzed in terms of the percentage of the students who seemed to well recognize and understand the units, using SPSS 17.0 statistical program. The results are as follows: Regarding the general use of the units, it was revealed that almost the same units were repeated in science and other subject textbooks from the same grade. With an increase of the students' grade more difficult units were used. As for the use of each unit, it was found that they seemed to relatively well understand what these units kg, km, L, $^{\circ}C$, kcal, km/h, and W stand for, showing more than 91% right. However, the units of V, s, in particular, %, and pH did not seem to be understood. With respect to the recognition of the units, most students did not recognize such units as L for volume and pH for acidity, probably because the units are difficult at the elementary level in comparison to other scientific units. The students indicated that schools were the best place where they could learn and find scientific units related to life, followed by shops/marts, newspapers/broadcasting, streets/roads, homes, and others in that order. The results show that scientific unit learning should be conducted in a systematic way at school and that teachers can play a major role in improving students' understanding and use of the units.

• Korean Journal of Biological Psychiatry
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• v.12 no.1
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• pp.42-61
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• 2005

Objectives:The ginsenoside Rg1 and Rb1, the major components of ginseng saponin, have neurotrophic and neuroprotective effects including promotion of neuronal survival and proliferation, facilitation of learning and memory, and protection from ischemic injury and apoptosis. In this study, to investigate the molecular basis of the effects of ginsenoside on neuron, we analyzed gene expression profiling of SH-SY5Y human neuroblastoma cells treated with ginsenoside Rg1 or Rb1. Methods:SH-SY5Y cells were cultured and treated in triplicate with ginsenoside Rg1 or Rb1($80{\mu}M$, $40{\mu}M$, $20{\mu}M$). The proliferation rates of SH-SY5Y cells were determined by MTT assay and microscopic examination. We used a high density cDNA microarray chip that contained 8K human genes to analyze the gene expression profiles in SH-SY5Y cells. We analyzed using the Significance Analysis of Microarray(SAM) method for identifying genes on a microarray with statistically significant changes in expression. Results:Treatment of SH-SY5Y cells with $80{\mu}M$ ginsenoside Rg1 or Rb1 for 36h showed maximal proliferation compared with other concentrations or control. The results of the microarray experiment yielded 96 genes were upregulated(${\geq}$3 fold) in Rg1 treated cells and 40 genes were up-regulated(${\geq}$2 fold) in Rb1 treated cells. Treatment with ginsenoside Rg1 for 36h induced the expression of some genes associated with protein biosynthesis, regulation of transcription or translation, cell proliferation and growth, neurogenesis and differentiation, regulation of cell cycle, energy transport and others. Genes associated with neurogenesis and neuronal differentiation such as SCG10 and MLP increased in ginsenoside Rg1 treated cells, but such changes did not occur in Rb1-group. Conclusion:Our data provide novel insights into the gene mechanisms involved in possible role for ginsenoside Rg1 or Rb1 in mediating neuronal proliferation or cell viability, which can elicit distinct patterns of gene expression in neuronal cell line. Ginsenoside Rg1 have more broad and strong effects than ginsenoside Rb1 in gene expression and related cellular physiology. In addition, we suggest that SCG10 gene, which is known to be expressed in neuronal differentiation during development and neuronal regeneration during adulthood, may have a role in enhancement of activity dependent synaptic plasticity or cytoskeletal regulation following treatment of ginsenoside Rg1. Further, ginsenoside Rg1 may have a possible role in regeneration of injured neuron, promotion of memory, and prevention from aging or neuronal degeneration.

• Korean Journal of Applied Biomechanics
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• v.15 no.2
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• pp.11-20
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• 2005

This study has a purpose on contributing to apprehend safe and right way to stop to the inline skate beginners and to the instructors who teaches line skating on the basis for the result of the kinematical analysis on Heel brake stop movement of the inline skate, focusing on the displacement on COG, angle displacement of ankle joint, angle displacement of knee joint, angle displacement of hip joint, using a 3D image method by DLT. To achieve this goal, we analysed the kinematical factor of the 3 well-trained inline skating instructors and obtained the following results. 1. During the movement of heel-brake stop, when strong power was given to a stable and balanced stop and the lower limbs, if the physical centroid is lowered the stability increases, and if it is placed high from the base surface, as the stability decreases compared to the case of low physical centroid, we should make a stop by placing a physical centroid in the base surface and lowering the hight of physical centroid. 2. To make a stable and balanced stop and to provide a strong power to the lower limbs, it is advisable to make a stop by decreasing an angle displacement of ankle joint during a "down" movement. In case of the left ankle joint, in all events and phases the dorsiflexion angle showed a decrease. Nevertheless, in the case of the right ankle joint, the dorsiflexion angle shows an increase after a slight decrease. The dorsiflexion angle displacement of ankle joint can be diminished because of the brake pad of the rear axis frame of the right side inline skate by raising a toe, but cannot be more decreased if certain degree of an angle is made by a brake pad touching a ground surface. To provide a power to a brake pad, it is recommended to place a power by lowering a posture making the dorsiflexion angle of the left ankle joint relatively smaller than that of the right ankle. 3. To make a stable and balanced stop and to add a power to a brake pad, the power must be given to the lower limbs in lowering the hight of physical centroid. For this, it is recommended to make a down movement by decreasing the flexion angle of a knee joint and it is necessary to make a down movement by a regular decrease of the angle displacement of knee joint rather than a swift down movement in every event and phase. 4. The right angle displacement of hip joint is made by lowering vertically the hight of physical centroid as leaning slightly forward. If too narrow angle displacement of hip joint is made by leaning forward too much, the balance is lost during the stop by placing the center in front. To make a stable and balance stop and to place a strong power to the lower limbs, it is recommendable to make a narrow angle by lower the hip joint angle. However, excessive leaning of the upper body to make the angle too narrow, can cause an instable stop and loss of physical centroid. After this study, it is considered to assist the kinematical understanding during the heel brake stop movement of the inline skate, and, to present basic data in learning a method of stable and balanced stop for the inline skating beginners or for the inline skate instructors in the present situation of the complete absence of the study in inline skating.

• Journal of the Korean Society of School Health
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• v.17 no.1
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• pp.1-12
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• 2004

Purpose : this study purposed to investigate school nursing phenomena in Korea by applying ICNP, the international standard nursing classification system developed by ICN, and to compare school nursing phenomena at elementary, middle and high schools. Method : The subjects of this study are 110 nursing teachers from 82 elementary schools, 16 middle schools, and 12 high schools. In the survey, subjects were asked to score the degree to which phenomena and characteristics of Korean school nursing, identified in previous research, on a 5 point scale. Questionnaires were distributed and recovered by mail and email. The period of data collection was 6 months from July to December 2003. The general characteristics of schools and nursing teachers were represented with frequencies and percentages, the phenomena and characteristics of school nursing with the mean score of the questions, and the phenomena school nursing by school grade with ANOVA and Duncan's posterior analysis. Results : 1) As for the characteristics of schools according to school nursing phenomena related to human behavior, the mean score of questions on inadequate stress management was highest at 3.24 points followed by the score on inadequate weight control (3.23), inadequate eating habits (3.22), the risk of spine disorders (2.68), inadequate emergency management (2.62), inadequate response to sex -related problems (2.19), and smoking and drug use (1.85). 2) As for the characteristics of schools according to school nursing phenomena related to human function, the mean score of questions on oral health management was highest at 3.11 points followed by the score on the risk of digestive system disorder (2.87), improper eyesight management (2.81), the risk of respiratory system disorders (2.75), lack of sexual identity (2.52), and inadequate contagious disease control (2.12). 3) As for the mean score according to school nursing phenomena related to environment, the score of the risk of accidents in classroom was highest as 2.68 points followed by the score of the risk of accidents around the school (2.65), maladjustment to school (2.62), the risk of accidents outside the classroom (2.43), inadequate learning environment (1.83), the risk of exposure to socially and physically harmful environment factors (1.82), and inadequate waste disposal (1.77). 4) This study tested the mean scores of questions corresponding to each school nursing phenomenon in order to see if there is a difference in the school nursing phenomenon among elementary, middle and high schools, and performed Duncan's posterior comparison for school nursing phenomena. A significant difference was found at p<.1. According to the results, school nursing phenomena found to be significantly different among elementary, middle and high schools was smoking and drug use (p<.05), which appeared more problematic in high school than in elementary school. phenomena such as inadequate eating habits, inadequate weight control, inadequate response to sex-related problems and inadequate waste disposal were also found to be statistically different at p<.1; however, according to the result of Duncan's posterior comparison, no difference was found among groups in improper eating habits and improper response to sex-related problems, and a significant difference was found between middle and high schools in inadequate weight control and inadequate waste disposal. Conclusion: Based on the results of this study, it is necessary to plan school health projects focused on the characteristic school nursing phenomena that had high scores and to develop and execute school healthe projects in accordance with the characteristics of elementary, middle and high schools. Considering that the scores of school nursing phenomena related to human behavior are high, it is necessary to introduce school health promotion projects in a systematic way.

• Asia pacific journal of information systems
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• v.17 no.4
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• pp.61-95
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• 2007

Small-and-medium sized enterprises(SMEs) represent quite a large proportion of the industry as a whole in terms of the number of enterprises or employees. However researches on information system so far have focused on large companies, probably because SMEs were not so active in introducing information systems as larger enterprises. SMEs are now increasingly bringing in information systems such as ERP(Enterprise Resource Planning Systems) and some of the companies already entered the stage of ongoing use. Accordingly, researches should deal with the use of information systems by SME s operating under different conditions from large companies. This study examined factors and mechanism inducing faithful appropriation of information systems, in particular integrative systems such as ERP, in view of individuals` active feedback-seeking behavior. There are three factors expected to affect end users` feedback-seeking behavior for faithful appropriation of information systems. They are management support, peer IT champ support, and IT staff support. The main focus of the study is on how these factors affect feedback-seeking behavior and whether the feedback-seeking behavior plays the role of mediator for realizing faithful appropriation of information systems by end users. To examine the research model and the hypotheses, this study employed an empirical method based on a field survey. The survey used measurements mostly employed and verified by previous researches, while some of the measurements had gone through minor modifications for the purpose of the study. The survey respondents are individual employees of SMEs that have been using ERP for one year or longer. To prevent common method bias, Task-Technology Fit items used as the control variable were made to be answered by different respondents. In total, 127 pairs of valid questionnaires were collected and used for the analysis. The PLS(Partial Least Squares) approach to structural equation modeling(PLS-Graph v.3.0) was used as our data analysis strategy because of its ability to model both formative and reflective latent constructs under small-and medium-size samples. The analysis shows Reliability, Construct Validity and Discriminant Validity are appropriate. The path analysis results are as follows; first, the more there is peer IT champ support, the more the end user is likely to show feedback-seeking behavior(path-coefficient=0.230, t=2.28, p<0.05). In other words, if colleagues proficient in information system use recognize the importance of their help, pass on what they have found to be an effective way of using the system or correct others' misuse, ordinary end users will be able to seek feedback on the faithfulness of their appropriation of information system without hesitation, because they know the convenience of getting help. Second, management support encourages ordinary end users to seek more feedback(path-coefficient=0.271, t=3.06, p<0.01) by affecting the end users' perceived value of feedback(path-coefficient=0.401, t=6.01, p<0.01). Management support is far more influential than other factors that when the management of an SME well understands the benefit of ERP, promotes its faithful appropriation and pays attention to employees' satisfaction with the system, employees will make deliberate efforts for faithful appropriation of the system. However, the third factor, IT staff support was found not to be conducive to feedback-seeking behavior from end users(path-coefficient=0.174, t=1.83). This is partly attributable to the fundamental reason that there is little support for end users from IT staff in SMEs. Even when IT staff provides support, end users may find it less important than that from coworkers more familiar with the end users' job. Meanwhile, the more end users seek feedback and attempt to find ways of faithful appropriation of information systems, the more likely the users will be able to deploy the system according to the purpose the system was originally meant for(path-coefficient=0.35, t=2.88, p<0.01). Finally, the mediation effect analysis confirmed the mediation effect of feedback-seeking behavior. By confirming the mediation effect of feedback-seeking behavior, this study draws attention to the importance of feedback-seeking behavior that has long been overlooked in research about information system use. This study also explores the factors that promote feedback-seeking behavior which in result could affect end user`s faithful appropriation of information systems. In addition, this study provides insight about which inducements or resources SMEs should offer to promote individual users' feedback-seeking behavior when formal and sufficient support from IT staff or an outside information system provider is hardly expected. As the study results show, under the business environment of SMEs, help from skilled colleagues and the management plays a critical role. Therefore, SMEs should seriously consider how to utilize skilled peer information system users, while the management should pay keen attention to end users and support them to make the most of information systems.

• 대한공업교육학회지
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• v.34 no.2
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• pp.103-127
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• 2009

The purpose of this study is to offer the basic data regarding the problems of the employment training activities and their solutions by way of the research and analysis of the awareness of career development of university students and their preparation for employment opportunities. The results of the study are as follows. First, it is necessary that the students themselves make plans for future jobs and their preparation for them, from the start of their university work. This includes taking employment preparation courses as liberal arts requirements. It also needs to have a systematic association with some organizations such as employment preparation centers. Second, it is necessary that the career portfolios of university students be accepted as materials for objective evaluation so that the companies use them at the time of hiring new employees. If those materials are stored and managed in a database even after their graduation, they will be the strong foundation for the competitive power of the university.Third, it is necessary that university students establish the orientation of employment training in advance, according to their personal and disciplinary possibilities by diagnosing the level of basic employment ability they possess and that they find out the appropriate programs, both personal and disciplinary, to enforce the abilities they need to develop further. Accordingly, it is necessary to have an evaluation system in order to assess student's basic employment abilities, so as to increase the degree of their employment preparation and its support strategy based on the evaluation. Fourth, in the higher education level, university students' lower awareness (M=2.86) of their discipline satisfaction, their major selection, and the university's employment opportunity service shows that it is necessary that there be close connection between learning and work. For short-term purpose, the quantitative and qualitative evaluation must be preceded about the various employment training programs and self-development programs offered by the university. From the long-term perspective, it is urgently necessary that the university ensure the human resources development experts for the purpose of diagnosing employment services within the university.

• Journal of Intelligence and Information Systems
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• v.20 no.4
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• pp.155-169
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• 2014

With the rapid advances in technologies, organizations are more likely to depend on information systems in their decision-making processes. Business Intelligence (BI) systems, in particular, have become a mainstay in dealing with complex problems in an organization, partly because a variety of advanced computational methods from statistics, machine learning, and artificial intelligence can be applied to solve business problems such as demand forecasting. In addition to the ability to analyze past and present trends, these predictive analytics capabilities provide huge value to an organization's ability to respond to change in markets, business risks, and customer trends. While the performance effects of BI system use in organization settings have been studied, it has been little discussed on the use of predictive analytics technologies embedded in BI systems for forecasting tasks. Thus, this study aims to find important factors that can help to take advantage of the benefits of advanced technologies of a BI system. More generally, a BI system can be viewed as an advisor, defined as the one that formulates judgments or recommends alternatives and communicates these to the person in the role of the judge, and the information generated by the BI system as advice that a decision maker (judge) can follow. Thus, we refer to the findings from the advice-giving and advice-taking literature, focusing on the role of explanations of the system in users' advice taking. It has been shown that advice discounting could occur when an advisor's reasoning or evidence justifying the advisor's decision is not available. However, the majority of current BI systems merely provide a number, which may influence decision makers in accepting the advice and inferring the quality of advice. We in this study explore the following key factors that can influence users' advice taking within the setting of a BI system: explanations on how the box-office grosses are predicted, types of advisor, i.e., system (data mining technique) or human-based business advice mechanisms such as prediction markets (aggregated human advice) and human advisors (individual human expert advice), users' evaluations of the provided advice, and individual differences in decision-makers. Each subject performs the following four tasks, by going through a series of display screens on the computer. First, given the information of the given movie such as director and genre, the subjects are asked to predict the opening weekend box office of the movie. Second, in light of the information generated by an advisor, the subjects are asked to adjust their original predictions, if they desire to do so. Third, they are asked to evaluate the value of the given information (e.g., perceived usefulness, trust, satisfaction). Lastly, a short survey is conducted to identify individual differences that may affect advice-taking. The results from the experiment show that subjects are more likely to follow system-generated advice than human advice when the advice is provided with an explanation. When the subjects as system users think the information provided by the system is useful, they are also more likely to take the advice. In addition, individual differences affect advice-taking. The subjects with more expertise on advisors or that tend to agree with others adjust their predictions, following the advice. On the other hand, the subjects with more knowledge on movies are less affected by the advice and their final decisions are close to their original predictions. The advances in predictive analytics of a BI system demonstrate a great potential to support increasingly complex business decisions. This study shows how the designs of a BI system can play a role in influencing users' acceptance of the system-generated advice, and the findings provide valuable insights on how to leverage the advanced predictive analytics of the BI system in an organization's forecasting practices.

• Journal of the Korean Institute of Landscape Architecture
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• v.37 no.2
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• pp.1-13
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• 2009

The purpose of this study was to look into the feasibility of site suitability focused on the potential for environmentally- and water-friendly recreation area development in a wide area(Nakdong River 35km) and to study new methods for providing basic data in regard to the recreation planning over a wide area as well as in application to other sites. The results of this study are as follows. Through classification by mesh method, the site of this study was classified into 42 grids, and by means of the analysis of evaluation indicators, 20 indicators were established and sorted into 4 types of significant recreation activity. According to the results of the analysis for each recreation activity type, there were 8 essentials for water-friendly recreation activity types based on water use while water-friendly recreation types for static activity included 12 sub-essentials. As a result of the first evaluation(the minimum required evaluation) by each classified grid, 32 of the 42 total grids were implemented by the minimum requirements. These grids were usually distributed evenly through the whole site. In terms of the second evaluation(specific site evaluation) results, 6 grids were highly suitable for recreational nature experiences and landscape ecological learning, 4 grids for developing water-friendly recreation for exercise, 1 grid for building water-friendly recreation based on water use, and 4 grids for planning water-friendly recreation for static activity. The results of the grid evaluation of this study could be extended to contiguous grids or reduced. Actual planning for a water-friendly recreation area must change the grid shape or size through boundary adjustments.