• Korean Journal of Logic
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• v.6 no.1
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• pp.19-32
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• 2003

In this paper we investigate the relevance logic E-R of the Entailment E without the reductio (R), and its extensions Ee-R, Eec-R: Ee-R is the E-R with the expansion (e) and Eec-R the Ee-R with the chain (c). We give completeness for each E-R, Ee-R, and Eec-R by using Routley-Meyer semantics.

• Journal of Service Research and Studies
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• v.2 no.2
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• pp.1-21
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• 2012

e-R&D means conducting research and development with network or computer software in cyber space. Given the rapid technology paradigm shift and diversified customer needs, companies face the problem of new product and service innovation. This paper introduces the strategic view for e-R&D status, case examples, and e-R&D service. We state e-R&D adoption stages for strengthening the industry competitiveness and IT service utilization.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.19-32
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• 2006

We study on administration system and teaching of R &E(Research and Education) in Korea Science Academy(KSA) laying stress on Mathematics project No.7. We analyze in detail administration system of R&E in KSA(for example, aim, human constitution, practical execution), and draw some meaningful suggestions in order to receive successful results in R&E of KSA. And we describe mathematical topics, problems, and results which are received by students of KSA in the process of R&E(project No.7).

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.511-523
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• 2019

In this age of the $4^{th}$ industrial revolution, we, science educators, are giving more light on students' agentic behavior in the process of educating future scientist. This study, with the analytic lens of epistemic agency, explores the key stages of a student-driven R&E program rather than the scientist-led R&E program. It also examines to understand the emergence of students' epistemic agency in each stage of R&E. Data from participant observation for 18 months and in-depth interviews were collected and analyzed with the constant comparative method of grounded theory. This study identifies and describes five key stages of student-driven R&E: The stage of exploring research theme, designing research, performing lab activity, interpreting results, and communicating research. It also finds that (a) students' epistemic agency emerged with the constant interactions with the R&E structure; (b) students' epistemic agency has deep relations with the epistemic beliefs of the students; (c) students positioned themselves as decision-makers in the R&E practice; (d) the redistributed power and authority of the R&E contributed to the emergence of students' epistemic agency.

• Journal of the Korean Institute of Landscape Architecture
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• v.22 no.4
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• pp.75-80
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• 1995

It is important to estimate the possibility of recovery in physiologically damaged woody plant. It is suggested that C.E.R(cambial electrical resistance) might be a useful method to predict the permanent wilting point. D/A and A/D converter can be used to measure the C.E.R and it took only 10-20 msec for a measurement and the values were stable during this study. A computer could be used for the continual measurement of C.E.R. There were very big daily changes of C.E.R. was changed according to the changes of indoor temperature, but the phase was slightly different. It is reasoned that daily changes in C.E.R. is induced by the changes of water potential and cambial thickness. It was difficult to detect the changes of C.E.R. caused by changes in soil moisture under high soil water potential. Under low soil water potential, the changes in soil moisture under high soil water potential. Under low soil water potential, the changes of C.E.R. can be detected. After wilting, C.E.R. is increased very rapidly. When C.E.R. is not decreased by watering, it will be permanent wilting point. But it takes several days to confirm the permanent wilting point. To predict the possibility of recovery from wilting, the values of C.E.R. have no meaning. But the changes of C.E.R. are significant. Therefore we can predict the permant wilting point in woody plant by monitoring the change of C.E.R. by the computer.

• Korean Journal of Animal Reproduction
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• v.24 no.2
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• pp.163-170
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• 2000

This study was conducted to examine the effects of recombinant Bovine Somatotropin (rBST), vitamin E(Vit. E) and selenium (Se) administration on the blood chemical values and hormone concentrations of serum in Hanwoo sires. Hanwoo sires were randomly assigned to five groups; 1) control, 2) rBST,0.09mg/kg body weight (BW), 3) Vit E, 1,500IU/kg BW, 4) Se 0.1mg/kg BW, 5) Vit E, 1,500IU plus Se 0.1mg/kg BW. rBST, Vit. E and Se for each experimental group were given 6 times at 15 days interval by intermuscular injection. Blood samples were collected ten times for experimental periods and separated the serum by centrifugation and stored into deep freezer. The concentration of albumin was the highest in Se group than those of any other groups (P＜0.05) and Vit. E plus Se group was significantly higher than in the control and rBST groups (P＜0.05). The concentrations of blood urea nitrogen (BUN) and creatinine were significantly higher in rBST group than any other groups (P＜0.05). The concentration of total protein in rBST, Se and Vit. E plus Se groups were significantly higher than in control group (P＜0.05). The concentrations of calcium, cholesterol,, glucose, inorganic phosphorus and triglycerides in serum were not difference in all experimental groups (P＞0.05). The concentration of estradiol was slightly higher in Se and Vit. E plus Se groups than those of any other groups, but not significantly difference among the experimental groups (P＜0.05). The concentration of testosterone was not affected by the administration of rBST, Vit. E and Se.

• Journal of the Korean Mathematical Society
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• v.37 no.4
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• pp.521-530
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• 2000

We find the values of numerical invariants col(R) and row (R) for R=k[te, te+1, t(e-1)e-1] where k is a field and e$\geq$4. We also show that col(R) = crs (R) and row (R) = drs(R), but they are strictly less than the reduction number of R plus 1.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.351-368
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• 2023

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.

• Journal of Embryo Transfer
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• v.28 no.3
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• pp.215-222
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• 2013

Bovine coat color is decided by the melanocortin receptor 1 (MC1R) genotype mutation and melanogenesis. Specially, in the various cattle breeds, dominant black coat color is expressed by dominant genotype of $E^D$, red or brown is expressed in the frame shift mutation of recessive homozygous e by base pair deletion and wild type of $E^+$ is expressed in various coat colors. However, not very well known about the effected of MC1R genotype mutation on the coat color through family lines in KBC. Therefore, this study were to investigate effect of MC1R genotype mutation on the coat color, and to suggest mating breed system in accordance with of MC1R genotype for increased on brindle coat color appearance. Parents (sire 2 heads and dam 3 heads) and offspring (total : 54 heads) from crossbreeding in KBC family line with the MC1R genotype and phenotype records were selected as experimental animals. The relationship between melanocortin 1 receptor (MC1R) genotypes expression verified by PCR-RFLP, and brindle coat color appearance to the family line of the cross mating breed from MC1R genotype pattern was determined. As a result, 4MC1R genetic variations, $E^+/E^+$ (sire 1), $E^+/e$ (sire 2 and dam 3), $E^+/e$ with 4 bands of 174, 207 and 328 bp (dam 1) and $E^+/e$ with 3 bands of 174, 207, 328 and 535 bp (dam 2) from parents (sire and dam) of KBC. However, 3 genetic variations, e/e (24%), $E^+/E^+$ (22%) and $E^+/e$ (56%) were identified in offspring. Also, brindle coat color expressrated was the e/e with the 0%, $E^+/E^+$ with 67% and $E^+/e$ with 77% from MC1R genotype in offspring on the cross mating of KBC. Furthermore, when the sire had $E^+/e$ genotype and the dam had $E^+/E^+$ with the 3 bands or $E^+/e$ genotype, and both had whole body-brindle coat color, 62% of the offspring had whole body-brindle coat color. Therefore, the seresults, the mating system from MC1R genotype patterns of the sires ($E^+/e$) and dams ($E^+/E^+$ with the 3 bands or $E^+/e$) with brindle coat color may have the highest whole body-brindle coat color expression in their offspring.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1139-1156
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• 2012

The purpose of this study was to investigate students' and mentors' perceptions of Research and Education (R&E) programs in science high schools and science academies. The sample included 1,466 science high school/science academy students and 310 mentors. They filled out the survey, which consisted of the perceptions of R&E performance procedures (Selecting a topic, Learning topic-related knowledge, Designing and performing the research study, and Evaluating and presenting results), and R&E environment (Research period, meeting opportunities with mentor/subject, learning/experimental environment). The results showed that differences existed in the perceptions of R&E performance procedures and R&E environment, especially on selecting topics and learning topic-related knowledge stages. At the end of the paper, suggestions were included for improving R&E.